Questões de Concurso Comentadas sobre sinônimos | synonyms em inglês

Questões Discursivas

Foram encontradas 1.058 questões

Q4020427 Inglês
Semantic relations in English determine how meaning is constructed and how lexical items relate to each other within a specific context. Analyze the following statements:
I.Hyponymy is a relationship of inclusion, where the meaning of a more specific term (the hyponym) is included within the meaning of a more general term (the hypernym).
II.Antonymy always involves absolute opposites, meaning that words like "hot" and "cold" cannot be placed on a scale or modified by adverbs of degree in formal registers.
III.Polysemy refers to a single lexical item that possesses multiple related meanings, often originating from the same etymological root or metaphorical extension.
Which of the statements above is/are CORRECT?
Alternativas
Ano: 2026 Banca: IF-PI Órgão: IF-PI Prova: IF-PI - 2026 - IF-PI - Professor EBTT - Ingles |
Q4014469 Inglês

Read the following passage from Passing, by Nella Larsen, and answer the question.


Stepping out of the elevator that had brought her to the roof, she was led to a table just in front of a long window whose gently moving curtains suggested a cool breeze. It was, she thought, like being wafted upward on a magic carpet to another world, pleasant, quiet, and strangely remote from the sizzling one that she had left below.


LARSEN, Nella. Passing. In: The Complete Fiction of Nella Larsen – Passing, Quicksand and The Stories. New York: Anchor Books, 2001, p. 164.

The words wafted and sizzling could be correctly replaced by:
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Q4014341 Inglês
Read text I and then answer the question below.


TEXT I


“Through the Law Enforcement Officers Killed and Assaulted (LEOKA) Data Collection, the FBI provides data and training that helps keep law enforcement officers safe as they protect the nation’s communities. The goal is to provide relevant, high quality, potentially lifesaving information to law enforcement agencies focusing on why an incident occurred, as opposed to what occurred during the incident, with the hope of preventing future incidents. The data collected is analyzed by the LEOKA team and the results are incorporated into the officer safety awareness training the FBI provides for partner agencies. 


LEOKA’S Three-Tier Approach

LEOKA has a three-tier approach in order to fulfill its mission and promote officer safety awareness to the law enforcement community nationwide:


▪ Data collection: Data on line-of-duty deaths and assaults are collected from participating agencies across the country through the FBI’s Uniform Crime Reporting (UCR) Program, and the recent expansion of the data collection methods are providing even more facts that can be studied by experts and officer safety trainers in order to tailor training to real world circumstances. The data are also published annually in the Bureau’s Law Enforcement Officers Killed and Assaulted report.

▪ Research: Over the years, researchers led by the LEOKA Data Collection have been conducting indepth research using UCR data collected regarding incidents in which officers are killed or assaulted. The published research gives officers a sharper understanding of what types of scenarios and circumstances have resulted in fatalities and assaults. These articles and publications also contain information obtained through extensive interviews with officers and offenders involved in critical incidents to develop lessons learned, trends and curriculum development for the FBI’s Officer Safety Awareness Training (OSAT).

▪ Training: The objective of the Bureau’s OSAT, which has been provided to thousands of our law enforcement partners in the U.S. and abroad, is to assist law enforcement managers, trainers, and personnel with identifying issues and circumstances that may contribute to officer deaths and assaults and help prevent them. Data has shown an increase in ambushes on our nation’s law enforcement officers. As a result, LEOKA trainers are studying the data with the purpose of shaping future training to help reverse this trend with information and education.


LEOKA Criteria

The data collected under the auspices of the LEOKA Data Collection involves law enforcement officers who meet a certain set of criteria established by the FBI.

General Criteria

The publishable data pertains to felonious deaths, accidental deaths, and assaults of duly sworn city, university and college, county, state, tribal, and federal law enforcement officers who, at the time of the incident, met the following criteria:


▪ Wore/carried a badge (ordinarily)

▪ Carried a firearm (ordinarily)

▪ Were duly sworn and had full arrest powers

▪ Were members of a law enforcement agency

▪ Were acting in an official capacity, whether on or off duty, at the time of the incident

▪ If killed, the deaths were directly related to the injuries received during the incidentes.” 


Source (adapted): Federal Bureau of Investigation - FBI. Available at: https://www.fbi.gov/how-we-can-help-you/more-fbiservices-and-information/ucr/leoka Accessed on: September 08, 2025. 
All the alternatives match the meaning of the word “awareness” as used in the sentence, EXCEPT:

“The data collected is analyzed by the LEOKA team and the results are incorporated into the officer safety awareness training the FBI provides for partner agencies.” 
Alternativas
Q3998574 Inglês
Read Text I and answer the question that follows.


Text I


Multiliteracy: the new basic skill for the 21st century classroom


    We increasingly engage with texts that draw meaning beyond written words from other sources. Images, sound, video clips and gestures (alone and in combination) all play central roles in how we communicate and interpret content.

    This multimedia approach is especially evident in online platforms and social media, where a single piece of content may blend written language with videos, graphics, photos and other visual elements. This change requires us to rethink what we mean by literacy.

    Nearly 30 years ago, a group of scholars, the New London Group, recognised the need for a broader understanding of literacy after observing a growing gap between the literacy needs students faced outside of school and the print-based practices still dominant in classrooms.

    They introduced a concept of multiliteracies which acknowledges that we now engage with texts that use multiple modes of communication. We engage with these texts in different media environments, each with their own practices and strategies.

    The concept incorporates the literacy skills needed to acquire, interpret, produce and evaluate the multimodal and multimedia texts we encounter today.

    For literacy education, this shift means updating classroom aims, content and activities. The group developed a pedagogical framework to help schools respond to the growing inequalities and rapid changes in technology and the textual landscape.

    The process starts with examining pupils’ everyday literacy practices and experiences together. Then these practices are approached analytically by introducing a metalanguage for discussing the resources they use to create meaning. Students can use this metalanguage to critically evaluate their literacy practices which helps them understand how different modes of communication work and how to use them effectively.

    The pedagogy of multiliteracies also emphasises the design and production of multimodal texts and collaborative learning in linguistically and culturally diverse groups, rather than individual reading activities. […]

    Multiliteracies are already included in many European curricula, and the European framework for key competencies for lifelong learning defines literacy in a way that aligns with the concept of multiliteracies. These policy documents and guidelines provide a foundation for integrating multiliteracies into literacy education.

    Yet, research shows that there is still work to be done to incorporate teaching multimodal literacy practices into mainstream literacy education. While many teachers do include multimodal texts in their classroom activities, tensions between multimodal and traditional practices still exist.

    Studies point out the huge challenges teachers face when they adapt their teaching to the redefined literacies, and there are concerns about teachers’ preparedness to teach multiliteracies. They need support with training and appropriate materials. Teacher educators and policy makers must ensure that teachers have substantial and concrete support.


Adapted from https://school-education.ec.europa.eu/en/discover/expertviews/multiliteracy-new-basic-skill-21st-century-classroom


The phrasal verb in “Studies point out the huge challenges” (last paragraph) is similar in meaning to: 
Alternativas
Q3994709 Inglês
PROFESSOR DE LÍNGUA INGLESA:

THE DIGITAL FRONTIER OF FIDELITY

The Nuances of Micro-cheating: Social Practice or Digital Paranoia ?  


In the contemporary landscape of interpersonal relationships, the ubiquity of social media has recalibrated the traditional parameters of faithfulness. The emergence of the term "micro-cheating" serves as a testament to this shift, encompassing a spectrum of subtle, digitally-mediated behaviors that, while devoid of physical consummation, suggest an emotional or erotic redirection. Such actions— ranging from the seemingly innocuous "double-tap" on an expartner’s archived photograph to the deliberate concealment of encrypted message threads—occupy a contentious "grey area" that challenges the binary definition of infidelity.  

From a socio-psychological perspective, micro-cheating is often interpreted not as an isolated act of betrayal, but as a symptom of the "validation economy." The digital architecture of modern platforms encourages a constant pursuit of external approval, where a notification can function as a dopamine-inducing ego boost. Consequently, the ambiguity of intent becomes the focal point of the debate: is the digital interaction a legitimate exercise of social autonomy or a covert erosion of the primary partnership’s exclusivity? Proponents of the concept argue that the "secrecy criterion" is the ultimate litmus test—if an interaction is intentionally shielded from a partner’s view, the threshold of trust has likely been breached.  

Conversely, skeptics caution against the pathologization of digital sociability. They argue that the expansion of the "cheating" umbrella to include minor online interactions fosters a climate of hyper-vigilance and domestic surveillance, potentially undermining the very foundation of trust it seeks to protect. By labeling these behaviors as "micro-infidelities," we risk imposing a panoptic gaze on our partners, where every "friend request" is scrutinized for subversive intent.

For the language educator, this phenomenon provides a rich semiotic field for classroom reflection. Aligning with the National Common Curricular Base (BNCC), the study of such themes transcends mere grammatical decoding. It invites students to engage in "multiliteracies," analyzing how meaning is negotiated across digital platforms and how language (visual, verbal, and symbolic) shapes social ethics. In this sense, the English language is not merely a system of signs to be mastered, but a tool for critical agency in a globalized, hyper-connected world. 


The phrasal verb "look into" (as in "Teachers must look into how digital practices affect trust") is best replaced by: 
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Q3989972 Inglês

Read the text to answer question.


The Tipping Point.


Last week at my neighborhood coffee shop, the barista flipped that dreaded tablet toward me. Three tip options glared back: 18%. 22%. 25%. For a $3.50 latte I was picking up. That took thirty seconds to make. I’ve hit my breaking point with tipping culture.


Growing up, tipping was simple: 15–20% for sitdown restaurants, maybe your hairdresser. Now it’s an expected tax on every transaction. The frozen yogurt shop where I serve myself wants 20%. Self-checkout kiosks are asking for tips. This is insane.


When I traveled Europe last summer, I paid exactly what was on the menu. No guilt, no calculations, no awkward pressure. Servers were paid living wages and the service was excellent.


Meanwhile, I’m expected to subsidize corporate America’s refusal to pay fair wages while their CEOs pocket millions in bonuses.


It’s 2025, and American tipping culture has spiraled out of control. It’s hurting workers, stressing customers, and letting profitable businesses guilt-trip their own customers into covering payroll. When I worked retail years ago, my employer paid my full wage. I didn’t expect customers to subsidize my paycheck because my boss decided to pocket the difference. Yet somehow in 2025, we’ve normalized corporations outsourcing their payroll responsibility to guilt-ridden customers. 72% of U.S. adults say tipping is expected in more places today than it was five years ago. But even as Americans say they’re being asked to tip more often, only about a third say it’s extremely or very easy to know whether (34%) or how much (33%) to tip for various services.


[...] The confusion is real and it’s intentional. Companies benefit from our uncertainty because confused customers tend to over-tip rather than risk social judgment.


Murdock, Jeff. Why Is Tipping Culture Out of Control in 2025? Medium. 16 Jun. 2025. Disponível em:<https://medium.com/@frat1309/why-is-tipping-cultureout-of-control-in-2025-im-done-subsidizing-corporategreed-76ba74887b82>

In the sentence “I’ve hit my breaking point with tipping culture.”, the expression “hit my breaking point” is closest in meaning to:
Alternativas
Q3988635 Inglês
     With the rapid advancement of generative artificial intelligence (GenAI), teachers have been thrust into a new and ever-shifting classroom reality. The public, including many students, now has widespread access to GenAI tools and large language models (LLMs). Students sometimes use these tools with schoolwork. School boards have taken different approaches to regulating or integrating tech in classrooms. Teachers, meanwhile, find themselves responding to these paradigm shifts while juggling student needs and wider expectations AI raises.

     There are many questions about the purpose of education, including questions around academic integrity and how education can uphold fairness and equity. Questions include: How can students successfully navigate the use of these tools safely, effectively and ethically? How can schools prepare students for the future as organizations and institutions scramble to determine how to respond to or integrate aspects of AI? Will harnessing AI’s potential impact critical thinking and other cognitive skills? Teachers are uniquely positioned to help guide students as they grapple with the existential and social implications of AI alongside practical concerns for their own and students’ futures. Teachers cannot face this complex challenge alone — they need support and to feel skilled and empowered to fulfil this important role.

      There’s a growing international consensus echoed by calls to action that teachers are essential players as learners develop AI literacy. Despite growing resources, the development of AI technology continues to outpace implementation support and essential training for teachers. This widening gap between teacher competencies and the demands of an AI-infused classroom is unsustainable. This is not merely about keeping pace with technology; it’s about equipping teachers to guide the next generation in a world transformed by AI. By empowering teachers with skills and confidence in AI use, they can continue to guide students and shape students’ critical and responsible engagement with this technology.

      Teachers cannot do this alone. Successfully integrating AI into education requires a concerted and collaborative effort from all stakeholders within the educational ecosystem. Together, these partners can help establish clear, strategic mandates for AI integration and dedicate robust funding for essential tools and comprehensive training and research to foster innovative spaces where educators and researchers can experiment and study practices. Research is needed to assess the broader effects of AI use, for example, on critical thinking and cognitive offloading, to evaluate and understand the impacts of this technology in education. Supports are needed to ensure that AI adoption is not haphazard, but strategic and equitable across all jurisdictions.

    Implementation should also consider teacher burnout and the existing responsibilities that teachers carry. What can be removed, and what robust supports can be provided so teachers can take this on without compromising their wellbeing or effectiveness? It’s time for policymakers to recognize that investing in teachers is one of the most powerful ways we can invest in our students and in a better future for all of us.


Taken and adapted from:
https://theconversation.com/teachers-are-key-to
students-ai-literacy-and-need-support-260390
In paragraph 1, the text refers to “these paradigm shifts”. Considering the context of the passage, the expression “paradigm shifts” is most nearly synonymous with: A ( ) incremental 
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Q3978376 Inglês

Text 10A2-I


Everyone ages, but, sometimes, people outlive all predictions. Previous research has uncovered an unlikely factor related to longevity: intelligence. However, intelligence isn‟t a simple characteristic. There are many traits that contribute to it that can be tested — from memory to mathematical logic. In a 2024 clinical psychological science study, Paolo Ghisletta, of the University of Geneva, linked longevity specifically to one of those traits: verbal fluency, the measure of one‟s vocabulary and their ability to use it. Ghisletta‟s research used samples from the Berlin Aging Study, which started collecting data shortly before the Berlin Wall came down in 1989. It tracked 516 people aged 70 to 105 from enrollment to their death, over as long as 18 years in some cases. The study measured factors like dental health, stress levels, and economic well-being, as well as cognition. This makes it a “rich and rare data set,” said Ghisletta in an interview.


Internet: http://www.sciencedaily.com/ (adapted).

In its use in the last sentence of text 10A2-I, the word „rich‟ means
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Q3965084 Inglês
Texto para questão


How do we measure attention?


   Attention, broadly defined, is the ability to direct the mind on a specific task, says Gloria Mark, author of Attention Span: A Groundbreaking Way to Restore Balance, Happiness and Productivity. There are two main types of attention, Mark explains. Involuntary attention is automatic—it’s what allows us to react to a loud noise or a jarringly bright light. Focalized attention, by contrast, is the ability to concentrate on a specific task. This latter type is what scientists measure when researching attention spans.

   Since the early 2000s, Mark has tracked focalized attention by observing how long people remain on a task before switching to something else—such as checking email or opening a new browser tab. At first, Mark used in-person observations— researchers shadowed employees throughout the office. In recent years, she has tracked attention spans using software that monitors people’s computers.

   “Data from our first study, in 2003, revealed that people spent an average of 2.5 minutes on something before turning their attention to a different task,” she says, “Our most recent study done over the past five years shows that the figure has gone down to 40 seconds.” The measure doesn’t capture how long people can focus under ideal conditions, Mark notes, meaning shorter attention spans don’t reflect a permanent loss of attention capacity, but changes in how often people break their focus in daily life.


National Geographic. Jan 21, 2026. Adaptado.
Em relação ao contexto em que se insere, o termo “figure” (último parágrafo) pode ser substituído, sem prejuízo do sentido original, por qual das palavras a seguir?
Alternativas
Q3964177 Inglês
Texto para questão


How do we measure attention?


    Attention, broadly defined, is the ability to direct the mind on a specific task, says Gloria Mark, author of Attention Span: A Groundbreaking Way to Restore Balance, Happiness and Productivity. There are two main types of attention, Mark explains. Involuntary attention is automatic—it’s what allows us to react to a loud noise or a jarringly bright light. Focalized attention, by contrast, is the ability to concentrate on a specific task. This latter type is what scientists measure when researching attention spans. 

    Since the early 2000s, Mark has tracked focalized attention by observing how long people remain on a task before switching to something else—such as checking email or opening a new browser tab. At first, Mark used in-person observations— researchers shadowed employees throughout the office. In recent years, she has tracked attention spans using software that monitors people’s computers.

    “Data from our first study, in 2003, revealed that people spent an average of 2.5 minutes on something before turning their attention to a different task,” she says, “Our most recent study done over the past five years shows that the figure has gone down to 40 seconds.” The measure doesn’t capture how long people can focus under ideal conditions, Mark notes, meaning shorter attention spans don’t reflect a permanent loss of attention capacity, but changes in how often people break their focus in daily life.


National Geographic. Jan 21, 2026. Adaptado.
Em relação ao contexto em que se insere, o termo “figure” (último parágrafo) pode ser substituído, sem prejuízo do sentido original, por qual das palavras a seguir?
Alternativas
Q3954845 Inglês

Atenção: Considere o texto abaixo para responder à questão.



Artificial Intelligence in Accounting and Auditing


Federica De Santis


27 October 2024



   The labor-intensive and repetitive nature of auditing tasks, combined with strict compliance requirements, make auditing an ideal area for the integration of digital technologies like artificial intelligence (Al). Al offers significant potential for auditors, enabling them to accelerate auditing tasks, minimize human errors and bias, overcome sampling limitations, examine entire transaction populations, and lower audit costs. Nonetheless. similar to any innovation in professional practices, the adoption of Al in auditing poses unique challenges for both professionals and policymakers. These challenges mainly pertain to auditors' readiness for technological advancements, their willingness to adapt their approach to audit tasks, and the ethical considerations of utilizing Al in their work.



(Adapted from https://link.springer.com/chapter/10.1007/978-3-031-71371-2_9)

Um sinônimo para Nonetheless, conforme empregado no texto, é 
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Q3954844 Inglês

Atenção: Considere o texto abaixo para responder à questão.



Defining the Role of a Tax Auditor



    The core function of a tax auditor is to examine financial records and supporting documentation against the figures reported on official returns, whether for individuals or corporations. This examination seeks to verify every line item, from gross receipts and reported income to specific deductions claimed for ordinary and necessary business expenses. A primary goal is to confirm that the taxpayer's stated liability aligns precisely with the relevant federal or state tax law.


    The auditor works to identify discrepancies or misapplications of the law that may lead to an underpayment of taxes due. They scrutinize documentation that supports deductions, such as receipts for depreciation claimed or substantiation for charitable contributions. The auditor ultimately determines if the taxpayer owes additional tax, is duea refund, or if the return is accurate as filed.



(Adapted from https://egalclarity.org/what-is-a-tax-auditor-and-what-do-they-do/)

O significado de supporting, conforme empregado no texto, é
Alternativas
Q3947209 Inglês
Atenção: Para responder à questão, baseie-se no texto seguinte.


Challenges in Auditing: Overcoming Barriers to Financial Accuracy and Compliance By accountancy/ December 7, 2024


Auditing is essential for ensuring financial integrity, regulatory compliance, and fraud detection in organizations. However, the audit process faces numerous challenges that can hinder its effectiveness, including evolving regulations, financial complexities, technological disruptions, and fraud risks. These challenges impact the accuracy, efficiency, and reliability of audit outcomes. This article explores some challenges in auditing and how organizations and auditors can address them.

As global economies grow more interconnected and digitalized, auditors are operating in an increasingly complex environment. According to the International Federation of Accountants (IFAC), the top challenges facing modern auditors include adapting to evolving financial technologies, maintaining independence amid client pressures, and addressing regulatory diversity across jurisdictions. Understanding these barriers is crucial for enhancing audit quality and sustaining investor confidence.


1. Evolving Accounting Standards and Regulations


Audit teams often face difficulties keeping pace with ongoing updates from regulatory bodies like the International Accounting Standards Board (IASB) and the Financial Accounting Standards Board (FASB). These revisions, while aimed at improving transparency, require significant retraining, policy adjustments, and system reconfiguration within firms. Noncompliance can result in audit deficiencies or sanctions from oversight bodies such as the Public Company Accounting Oversight Board (PCAOB).


2. Compliance with Multiple Jurisdictions


Multinational corporations present complex challenges due to varying legal frameworks, tax systems, and currency translations. Auditors must coordinate across borders, often collaborating with local affiliates to ensure consistent audit quality under different reporting systems.


3. Regulatory Investigations and Legal Risks


- Failure to detect fraud or misstatements can lead to legal actions against auditors.

- Auditors may face reputational damage if their reports are later found inaccurate.

- Example: An audit firm facing legal action for failing to uncover fraudulent revenue reporting.

Recent corporate scandals - such as the collapses of Enron, Wirecard, and Carillion - have heightened scrutiny on auditors. Regulatory agencies now demand greater accountability, transparency, and documentation. This has increased professional liability and insurance costs for audit firms.


4. Fraud Risks and Ethical Challenges


Companies may manipulate financial reports to inflate profits or hide losses.

Auditors must apply forensic techniques to detect fraud effectively.

- Example: An organization overstating revenue to attract investors.

Fraudulent reporting remains a persistent global issue. According to the Association of Certified Fraud Examiners (ACFE). organizations lose an estimated 5% of annual revenue to fraud. This underscores the importance of professional skepticism and data-driven audit analytics in uncovering deceptive practices.


5. Auditor Independence and Conflict of Interest


- Auditors may face pressure from management to overlook financial irregularities.

- Close relationships with clients can compromise audit independence.

Example: An auditor receiving incentives to provide an unqualified audit opinion despite financial misstatements.

Maintaining independence is a cornerstone of audit ethics. The IFAC Code of Ethics emphasizes that even perceived conflicts of interest can erode trust. Audit rotation policies and separation of consulting services from audit work are key measures to preserve integrity.


(Disponivel em: https://auditingaccounting.com/challenges-in-auditing-overcoming-barriers-to-financial-accuracy-and-compliance. Adaptado)
Um sinônimo para keeping pace with na sentença "Audit teams often face difficulties keeping pace with ongoing updates from regulatory bodies..." é
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Q3946988 Inglês
        Digital technologies have transformed the way English is taught and learned, offering educators and students more dynamic and flexible ways to engage with language. According to recent research, tools such as computer-assisted instruction, mobile devices, and online multimedia platforms enable both teachers and learners to access a wide variety of resources — from interactive exercises, videos, and audio recordings to adaptive learning modules. 


        These tools facilitate exposure to real language input, allow for repetition and individual pacing, and help learners practise all four language skills (listening, speaking, reading, writing) beyond the constraints of the traditional classroom schedule. 


        Moreover, the integration of technology in English-language instruction tends to increase student motivation and engagement. Studies report that when classrooms incorporate digital media and interactive tasks, students often show greater participation, interest, and willingness to communicate — factors that contribute to better learning outcomes.


        In contexts where technology offers immediate feedback or allows for collaborative online work, learners also benefit from more autonomy and personalized learning paths, which can boost confidence and foster a more learner-centered environment. 


       However, effective technology integration depends on thoughtful planning, teacher training, and pedagogical balance. The literature warns that simply having access to digital tools does not guarantee improved learning; educators must design meaningful tasks, adapt materials appropriately, and support learners' needs. 


          Furthermore, in settings where access to devices or internet is limited, or where teachers lack sufficient training, the potential benefits may not be realized — which underlines the importance of institutional support and professional development for successful implementation. 



Source: Günüç, S. (2023). Technology Integration in English Language Teaching and Learning. International Journal of Language Learning and Applied Linguistics. Nishat Tasneem (2024). The Impact of Technology-Enhanced EFL Reading Classes on Learners' Performances and Participations. International Journal of English Learning and Applied Linguistics.

In the sentence “Studies report that when classrooms incorporate digital media and interactive tasks, students often show greater participation, interest, and willingness to communicate”, the word “incorporate” is closest in meaning to:
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Q3944847 Inglês

TEXT 1


The Decolonial Option in English Teaching: Can the Subaltern Act?


In this reflective article that straddles the personal and the professional, the author shares his critical thoughts on the impact of the steady stream of discourse on the native speaker/nonnative speaker (NS/NNS) inequity in the field of TESOL. His contention is that more than a quarter century of the discoursal output has not in any significant way altered the ground reality of NNS subordination. Therefore, he further contends, it is legitimate to ask what the discourse has achieved, where it has fallen short, why it has fallen short, and what needs to be done. Drawing insights from the works of Gramsci (1971) on hegemony and subalternity, and Mignolo (2010) on decoloniality, the author characterizes the NNS community as a subaltern community and argues that, if it wishes to effectively disrupt the hegemonic power structure, the only option open to it is a decolonial option which demands resultoriented action, not just “intellectual elaboration.” Accordingly, he presents the contours of a five-point plan of action for the consideration of the subaltern community. He claims that only a collective, concerted, and coordinated set of actions carries the potential to shake the foundation of the hegemonic power structure and move the subaltern community forward.


Excerpt extracted and adapted from: KUMARAVADIVELU, Bala. The decolonial option in English teaching: Can the subaltern act? TESOL Quarterly, [S.l.], v. 50, n. 1, p. 66–85, 2016. DOI: 10.1002/tesq.202. Available in: https://doi.org/10.1002/tesq.202. 

Considering the following excerpt from Text 1, where it says “the author shares his critical thoughts on the impact of the steady stream of discourse on the native speaker/nonnative speaker (NS/NNS) inequity in the field of TESOL”, the underlined expression (steady stream) could be correctly replaced (preserving its original meaning and use in its original context) by: 
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Q3933776 Inglês
Text CB1A6


    First established in 2002 by the Brazilian government, and later expanded with the support of WWF and private donors, the conservation program known as ARPA helps protect 120 conservation areas spanning more than 60 million hectares — about the size of Ukraine — of the Brazilian Amazon. The program initially worked on creating new protected areas and then on designing a durable financial mechanism to support their protection.

    A new phase, called ARPA Comunidades (Communities), is now shifting the focus to the traditional communities who live within the forest and help protect it. Half of the conservation areas covered by ARPA are sustainable-use conservation units like the Chico Mendes Extractive Reserve, inhabited by local communities who live sustainably off the forest‘s resources.

    Announced during the COP30 climate summit in the Amazonian city of Belém, ARPA Comunidades will focus on these 60 sustainable-use reserves, which together cover an area of 23.7 million hectares, nearly the size of the U.K. The aim is to help reduce deforestation and improve the well-being of the local populations by supporting the development of local bioeconomies. Over 15 years, the program hopes to directly impact 130,000 people. It will also seek to add a further 3 million hectares of protected areas.

    A 2023 paper by the Escolhas Institute, a Brazilian research organization, found that a 1% reduction in extreme poverty in the Brazilian Amazon has the potential to reduce deforestation by 27,000 hectares in the region.

    Greater recognition of local communities‘ needs and role in protecting the forest is not a new demand, said Carlos Durigan, a researcher at the Amazon Environmental Research Institute (IPAM).


Internet: <https://news.mongabay.com> (adapted).
In "It will also seek to add a further 3 million hectares of protected areas" (last sentence of the third paragraph of text CB1A6), "a further" can be correctly replaced, without changing the overall meaning of the sentence, with
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Q3933774 Inglês
Text CB1A6


    First established in 2002 by the Brazilian government, and later expanded with the support of WWF and private donors, the conservation program known as ARPA helps protect 120 conservation areas spanning more than 60 million hectares — about the size of Ukraine — of the Brazilian Amazon. The program initially worked on creating new protected areas and then on designing a durable financial mechanism to support their protection.

    A new phase, called ARPA Comunidades (Communities), is now shifting the focus to the traditional communities who live within the forest and help protect it. Half of the conservation areas covered by ARPA are sustainable-use conservation units like the Chico Mendes Extractive Reserve, inhabited by local communities who live sustainably off the forest‘s resources.

    Announced during the COP30 climate summit in the Amazonian city of Belém, ARPA Comunidades will focus on these 60 sustainable-use reserves, which together cover an area of 23.7 million hectares, nearly the size of the U.K. The aim is to help reduce deforestation and improve the well-being of the local populations by supporting the development of local bioeconomies. Over 15 years, the program hopes to directly impact 130,000 people. It will also seek to add a further 3 million hectares of protected areas.

    A 2023 paper by the Escolhas Institute, a Brazilian research organization, found that a 1% reduction in extreme poverty in the Brazilian Amazon has the potential to reduce deforestation by 27,000 hectares in the region.

    Greater recognition of local communities‘ needs and role in protecting the forest is not a new demand, said Carlos Durigan, a researcher at the Amazon Environmental Research Institute (IPAM).


Internet: <https://news.mongabay.com> (adapted).
Considering text CB1A6, choose the option that presents the word closest in meaning to "nearly" in the phrase "nearly the size of the U.K." (first sentence of the third paragraph). 
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Q3933773 Inglês
Text CB1A6


    First established in 2002 by the Brazilian government, and later expanded with the support of WWF and private donors, the conservation program known as ARPA helps protect 120 conservation areas spanning more than 60 million hectares — about the size of Ukraine — of the Brazilian Amazon. The program initially worked on creating new protected areas and then on designing a durable financial mechanism to support their protection.

    A new phase, called ARPA Comunidades (Communities), is now shifting the focus to the traditional communities who live within the forest and help protect it. Half of the conservation areas covered by ARPA are sustainable-use conservation units like the Chico Mendes Extractive Reserve, inhabited by local communities who live sustainably off the forest‘s resources.

    Announced during the COP30 climate summit in the Amazonian city of Belém, ARPA Comunidades will focus on these 60 sustainable-use reserves, which together cover an area of 23.7 million hectares, nearly the size of the U.K. The aim is to help reduce deforestation and improve the well-being of the local populations by supporting the development of local bioeconomies. Over 15 years, the program hopes to directly impact 130,000 people. It will also seek to add a further 3 million hectares of protected areas.

    A 2023 paper by the Escolhas Institute, a Brazilian research organization, found that a 1% reduction in extreme poverty in the Brazilian Amazon has the potential to reduce deforestation by 27,000 hectares in the region.

    Greater recognition of local communities‘ needs and role in protecting the forest is not a new demand, said Carlos Durigan, a researcher at the Amazon Environmental Research Institute (IPAM).


Internet: <https://news.mongabay.com> (adapted).
In the first sentence of text CB1A6, the word "spanning" can be correctly replaced, without altering the meanings of the text, with
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Q3933645 Inglês

Text CB2A6


ARPA is considered the biggest conservation program of its kind, successfully leveraging cross-sector support through a financing model that has inspired similar projects around the world, and delivered tangible outcomes on the Amazon forest conservation. The fund guarantees donations over the long term with a clearly defined scope, offering more stability to the implementation of the program.

“Investments indeed translated into a reduction of deforestation and reduction in CO2 emissions resulting from deforestation,” said Britaldo Soares, an associate researcher at the Center for Technology and Innovation at the Federal University of Minas Gerais, and lead author of a paper that analyzes ARPA‘s impact on forest conservation.

Soares and researchers from WWF and FUNBIO found that deforestation between 2008 and 2020 was between 9% and 39% lower in Amazonian protected areas benefiting from ARPA support, and that this helped avoid 104 million metric tons of CO2 emissions.

For Júlio Barbosa, a resident of the Chico Mendes Extractive Reserve, ARPA has been important not just for creating conservation areas and infrastructure to support them, but also for strengthening local organizations, like cooperatives and deliberative councils.

ARPA focuses on traditional communities living within sustainable-use reserves, rather than Indigenous populations on Indigenous land, which are protected under different legislation. But the program also supports Indigenous populations who may live within the protected areas it targets and could even bring indirect benefits to other conservation areas, including Indigenous territories, as it helps maintain forest cover across the Amazon.


Internet: <https://news.mongabay.com>(adapted).

Considering the meanings conveyed in text CB2A6, choose the expression closest in meaning to "tangible outcomes" (first sentence of the first paragraph).
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Q3928806 Inglês
Text for question.

    The elevation of scientific discourse to a major component in the project of modernity and the Eurocentrism inherent in the Western scientific enterprise have aided both the development of racial hierarchies and the creation of the long-enduring myth of science as an impartial, pure and value-free endeavour, superior to other peoples’ modes of thinking. It is also to be argued that it is one thing to ‘discover’, identify, categorise and classify plants, beetles as well as peoples, but quite another to transform such categories and classifications into hierarchies that suggest stratification in terms of social and moral inferiority. The process of categorisation would then not in itself be normative, but rather evaluative attributions would be based upon moral and social preferences, subjective value judgements and the striving for political power.
    The conundrum of the conceptual status and the socio-political consequences of the Enlightenment has not been resolved satisfactorily. Yet there now exists agreement on some parameters. The consensus is that scientific racism, racial medicine and colonial rule were for a time closely linked, variously reinforced and justified each other. Claims to racial superiority and Western scientific and medical hegemony are seen to have emerged alongside each other in the wake of the Enlightenment, culminating eventually not only in scientifically based racism in the nineteenth century and racial medicine in the twentieth century, but also in the perceived enhancement and legitimisation of colonial expansion by reference to medical and scientific progress. The interrelatedness of race, science and medicine, and its extension to the colonial realm during the nineteenth century, in particular, therefore constitutes one major focus for work and research.


Waltraud Ernst. Historical and contemporary perspectives on race, science and medicine.
In: Waltraud Ernst and Bernard Harris (eds.) Race, Science and Medicine, 1700–1960.
London: Routledge, 1999.
In Waltraud Ernst’s text, the word “conundrum”, used in the beginning of the second paragraph, could be correctly replaced, without changing the overall meaning of the sentence, with
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Respostas
21: B
22: A
23: D
24: A
25: B
26: D
27: C
28: E
29: D
30: D
31: A
32: A
33: C
34: A
35: A
36: A
37: B
38: E
39: C
40: D