Foram encontradas 25.572 questões

Resolva questões gratuitamente!

Junte-se a mais de 4 milhões de concurseiros!

www.qconcursos.com
Q3340698
Inglês Verbos | Verbs , Passado progressivo | Past continuous ,
Ano: 2025 Banca: CESPE / CEBRASPE Órgão: UNIVESP Prova: CESPE / CEBRASPE - 2025 - UNIVESP - Supervisor Pedagógico - Área de Atuação 7: Letras, Linguística e Áreas de Língua Inglesa |
Q3340698 Inglês

Text 7A1-II


Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;



Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,



And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back. 



I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I—

I took the one less traveled by,

And that has made all the difference. 



Robert Frost. The Road Not Taken. 1916 (adapted).  

In the 4th verse of text 7A1-II, the fragment “looked down” is classified as a  

Alternativas
Q3340697
Inglês Verbos | Verbs , Presente perfeito | Present perfect ,
Ano: 2025 Banca: CESPE / CEBRASPE Órgão: UNIVESP Prova: CESPE / CEBRASPE - 2025 - UNIVESP - Supervisor Pedagógico - Área de Atuação 7: Letras, Linguística e Áreas de Língua Inglesa |
Q3340697 Inglês

Text 7A1-II


Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;



Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,



And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back. 



I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I—

I took the one less traveled by,

And that has made all the difference. 



Robert Frost. The Road Not Taken. 1916 (adapted).  

In the last verse of text 7A1-II, the author uses the present perfect tense to 

Alternativas
Q3340696
Inglês Verbos | Verbs , Passado simples | Simple past ,
Ano: 2025 Banca: CESPE / CEBRASPE Órgão: UNIVESP Prova: CESPE / CEBRASPE - 2025 - UNIVESP - Supervisor Pedagógico - Área de Atuação 7: Letras, Linguística e Áreas de Língua Inglesa |
Q3340696 Inglês

Text 7A1-II


Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;



Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,



And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back. 



I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I—

I took the one less traveled by,

And that has made all the difference. 



Robert Frost. The Road Not Taken. 1916 (adapted).  

In text 7A1-II, the verb “bent”, in “To where it bent in the undergrowth” (fifth verse), is correctly conjugated in the 

Alternativas
Q3340695
Inglês Sinônimos | Synonyms ,
Ano: 2025 Banca: CESPE / CEBRASPE Órgão: UNIVESP Prova: CESPE / CEBRASPE - 2025 - UNIVESP - Supervisor Pedagógico - Área de Atuação 7: Letras, Linguística e Áreas de Língua Inglesa |
Q3340695 Inglês

Text 7A1-II


Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;



Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,



And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back. 



I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I—

I took the one less traveled by,

And that has made all the difference. 



Robert Frost. The Road Not Taken. 1916 (adapted).  

Considering text 7A1-II, choose the option that offers an appropriate synonym for “diverged” (first verse).  

Alternativas
Q3340694
Inglês Falso Cognatos | False Cognates ,
Ano: 2025 Banca: CESPE / CEBRASPE Órgão: UNIVESP Prova: CESPE / CEBRASPE - 2025 - UNIVESP - Supervisor Pedagógico - Área de Atuação 7: Letras, Linguística e Áreas de Língua Inglesa |
Q3340694 Inglês

Text 7A1-I  




Charles Schulz. Peanuts. January 30, 1987. Internet: <www.gocomics.com> (adapted). 

Certain words are cognates across English and Portuguese, while some are false cognates. Considering these two languages and text 7A1-I, it is correct to affirm that the words “lunch” (first panel), “sandwich” (second panel) and “mustard” (third panel) are, respectively,

Alternativas
Q3340693
Inglês Verbos | Verbs , Verbos modais | Modal verbs ,
Ano: 2025 Banca: CESPE / CEBRASPE Órgão: UNIVESP Prova: CESPE / CEBRASPE - 2025 - UNIVESP - Supervisor Pedagógico - Área de Atuação 7: Letras, Linguística e Áreas de Língua Inglesa |
Q3340693 Inglês

Text 7A1-I  




Charles Schulz. Peanuts. January 30, 1987. Internet: <www.gocomics.com> (adapted). 

In text 7A1-I, the modal verb “would” (first panel)  

Alternativas
Q3340321
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: UFF Órgão: UFF Prova: UFF - 2025 - UFF - Residência - Clínica Médica de Cães e Gatos |
Q3340321 Inglês
How the Human Body Changes in Space


For years, TRISH (The Translational Research Institute for Space Health) has supported research projects and studies that aim to solve the challenges of human exploration in space. It is important that we know, first, the risks to human health during space travel. Understanding some of these risks (see below) is essential for a successful return to the moon in NASA’s Artemis missions.

Muscles

Astronauts experience decreased muscle mass, strength, and endurance because moving around requires reduced work from the legs and back. As a result, the muscles can begin to weaken or atrophy. To help combat this, astronauts aboard the International Space Station (ISS) have a strict exercise regime.

Neurological

In space missions, astronauts can experience disorientation, space motion sickness, and a loss of sense of direction, making completion of even basic tasks difficult. In an emergency, decreased sensorimotor function and postural stability could be dangerous.

Cardiovascular

In space, astronauts may face decreases in blood volume and aerobic capacity, while also experiencing increased arrhythmias. Although the cardiovascular system functions well in space, the body does not require as much work from the heart (still a muscle, after all) in microgravity. This could lead to deconditioning and a decrease in the size of the heart.


Available at: https://www.bcm.edu/academiccenters/space-medicine. Access: 30 Dec. 2023. Adapted. 
The aim of the text is to:
Alternativas
Q3338579
Inglês Pronomes | Pronouns , Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: UFF Órgão: UFF Prova: UFF - 2025 - UFF - Residência - Anatomia Patológica Veterinária |
Q3338579 Inglês
How the Human Body Changes in Space


For years, TRISH (The Translational Research Institute for Space Health) has supported research projects and studies that aim to solve the challenges of human exploration in space. It is important that we know, first, the risks to human health during space travel. Understanding some of these risks (see below) is essential for a successful return to the moon in NASA’s Artemis missions.

Muscles

Astronauts experience decreased muscle mass, strength, and endurance because moving around requires reduced work from the legs and back. As a result, the muscles can begin to weaken or atrophy. To help combat this, astronauts aboard the International Space Station (ISS) have a strict exercise regime.

Neurological

In space missions, astronauts can experience disorientation, space motion sickness, and a loss of sense of direction, making completion of even basic tasks difficult. In an emergency, decreased sensorimotor function and postural stability could be dangerous.

Cardiovascular

In space, astronauts may face decreases in blood volume and aerobic capacity, while also experiencing increased arrhythmias. Although the cardiovascular system functions well in space, the body does not require as much work from the heart (still a muscle, after all) in microgravity. This could lead to deconditioning and a decrease in the size of the heart.


Available at: https://www.bcm.edu/academiccenters/space-medicine. Access: 30 Dec. 2023. Adapted. 
“This, in the sentence “This could lead to deconditioning and a decrease in the size of the heart” (last paragraph), refers to the fact that:
Alternativas
Q3336636
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: CEV-URCA Órgão: Prefeitura de Brejo Santo - CE Prova: CEV-URCA - 2025 - Prefeitura de Brejo Santo - CE - Professor de Inglês |
Q3336636 Inglês
According to the Base Nacional Comum Curricular (BNCC, 2018), the teaching of the English language must:
Alternativas
Q3336635
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: CEV-URCA Órgão: Prefeitura de Brejo Santo - CE Prova: CEV-URCA - 2025 - Prefeitura de Brejo Santo - CE - Professor de Inglês |
Q3336635 Inglês
When teaching English as a Lingua Franca, teachers
Alternativas
Q3336634
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: CEV-URCA Órgão: Prefeitura de Brejo Santo - CE Prova: CEV-URCA - 2025 - Prefeitura de Brejo Santo - CE - Professor de Inglês |
Q3336634 Inglês
According to Jenkins (2012), English as a Lingua Franca (ELF) is “a means of communication between people who come from different first language backgrounds.”. Based on this definition and also on the many studies on ELF so far, we can say that: 
Alternativas
Q3336630
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: CEV-URCA Órgão: Prefeitura de Brejo Santo - CE Prova: CEV-URCA - 2025 - Prefeitura de Brejo Santo - CE - Professor de Inglês |
Q3336630 Inglês
Which reading comprehension technique is most effective when analyzing persuasive texts? 
Alternativas
Q3336629
Inglês Vocabulário | Vocabulary ,
Ano: 2025 Banca: CEV-URCA Órgão: Prefeitura de Brejo Santo - CE Prova: CEV-URCA - 2025 - Prefeitura de Brejo Santo - CE - Professor de Inglês |
Q3336629 Inglês
How does vocabulary choice influence the effectiveness of different text genres?
Alternativas
Q3336627
Inglês Aspectos linguísticos | Linguistic aspects , Pronúncia e Som | Pronunciation and Sound ,
Ano: 2025 Banca: CEV-URCA Órgão: Prefeitura de Brejo Santo - CE Prova: CEV-URCA - 2025 - Prefeitura de Brejo Santo - CE - Professor de Inglês |
Q3336627 Inglês
Among the allophones of the phoneme /t/, check the option that is labialized:
Alternativas
Q3336626
Inglês Aspectos linguísticos | Linguistic aspects ,
Ano: 2025 Banca: CEV-URCA Órgão: Prefeitura de Brejo Santo - CE Prova: CEV-URCA - 2025 - Prefeitura de Brejo Santo - CE - Professor de Inglês |
Q3336626 Inglês
The suffix – ed has three different pronunciations in English: /d/, /t/ and /Id/. Check the option in which –ed is pronounced voicelessly
Alternativas
Q3336625
Inglês Substantivos e compostos | Nouns and compounds ,
Ano: 2025 Banca: CEV-URCA Órgão: Prefeitura de Brejo Santo - CE Prova: CEV-URCA - 2025 - Prefeitura de Brejo Santo - CE - Professor de Inglês |
Q3336625 Inglês

Text 1 – How children learn languages


Questions 31 to 39


How long does it take to learn a language?



Many different factors affect the time it takes. These include your child’s age, first language, their reason for BLANK I English and their teachers. You can help your child learn quickly by BLANK II them lots of opportunities to use English. It helps to have real reasons for BLANK III a language, rather than just BLANK IV grammar.

Is it true that boys and girls learn languages differently?

Yes. At early ages, girls tend to develop language more quickly. Remember that it’s OK for children to develop at different speeds. It will be more similar by secondary school age. However, by this stage children might think that languages are ‘more of a girl thing’. Attitudes to learning can have a big impact on educational success so it’s important to find ways to encourage your child and help them enjoy their learning.

Do primary and secondary children learn languages differently?

Yes, there are differences.

Primary school children are learning their first and second languages at the same time. It’s really important to support both languages. Children with a strong foundation in their first language will find it easier to learn a second language. Encourage your child to play, sing and read in both their first and second languages. Remember to plan separate times to focus on each language. If you say something in English and then in another language, your child will automatically listen for their stronger language and ‘tune out’ the other language.

Teenagers are interested in exploring their personalities and identities. This creates lots of opportunities to use popular culture, films, TV, music and video games. Teenagers also enjoy challenging authority, which provides opportunities for debates and discussion.

Will learning another language affect how well my child does at school?

Multilingual children learn at a young age that they can express their ideas in more than one way. This helps their thought process and makes them better, more flexible, learners. Research has found that children who speak more than one language do better in school, and have better memories and problem-solving skills.

What kind of learner is my child?

Watch your child playing. What do they enjoy doing? Puzzles and problem-solving? Physical play and sports? Word games? Writing stories? Creative play? Try doing these types of activities in English and make a note of what your child responds to best. Alternatively, ask your child to create in English their own one-week ‘dream timetable of activities’. Let them choose how to present it. For example, they could act it out, prepare a written fact file, make a video, draw pictures, go on a treasure hunt or make a scrap book.


Source: https://www.cambridgeenglish.org/learning-english/parents-and-children/how-to-support-your-child/howchildren-learn-languages/. Accessed on 01/22/25
Examples of compound nouns can be found in: 
Alternativas
Q3336624
Inglês Verbos | Verbs , Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix) ,
Ano: 2025 Banca: CEV-URCA Órgão: Prefeitura de Brejo Santo - CE Prova: CEV-URCA - 2025 - Prefeitura de Brejo Santo - CE - Professor de Inglês |
Q3336624 Inglês

Text 1 – How children learn languages


Questions 31 to 39


How long does it take to learn a language?



Many different factors affect the time it takes. These include your child’s age, first language, their reason for BLANK I English and their teachers. You can help your child learn quickly by BLANK II them lots of opportunities to use English. It helps to have real reasons for BLANK III a language, rather than just BLANK IV grammar.

Is it true that boys and girls learn languages differently?

Yes. At early ages, girls tend to develop language more quickly. Remember that it’s OK for children to develop at different speeds. It will be more similar by secondary school age. However, by this stage children might think that languages are ‘more of a girl thing’. Attitudes to learning can have a big impact on educational success so it’s important to find ways to encourage your child and help them enjoy their learning.

Do primary and secondary children learn languages differently?

Yes, there are differences.

Primary school children are learning their first and second languages at the same time. It’s really important to support both languages. Children with a strong foundation in their first language will find it easier to learn a second language. Encourage your child to play, sing and read in both their first and second languages. Remember to plan separate times to focus on each language. If you say something in English and then in another language, your child will automatically listen for their stronger language and ‘tune out’ the other language.

Teenagers are interested in exploring their personalities and identities. This creates lots of opportunities to use popular culture, films, TV, music and video games. Teenagers also enjoy challenging authority, which provides opportunities for debates and discussion.

Will learning another language affect how well my child does at school?

Multilingual children learn at a young age that they can express their ideas in more than one way. This helps their thought process and makes them better, more flexible, learners. Research has found that children who speak more than one language do better in school, and have better memories and problem-solving skills.

What kind of learner is my child?

Watch your child playing. What do they enjoy doing? Puzzles and problem-solving? Physical play and sports? Word games? Writing stories? Creative play? Try doing these types of activities in English and make a note of what your child responds to best. Alternatively, ask your child to create in English their own one-week ‘dream timetable of activities’. Let them choose how to present it. For example, they could act it out, prepare a written fact file, make a video, draw pictures, go on a treasure hunt or make a scrap book.


Source: https://www.cambridgeenglish.org/learning-english/parents-and-children/how-to-support-your-child/howchildren-learn-languages/. Accessed on 01/22/25
Check the option in which the suffix –ING is not used for inflection. 
Alternativas
Q3336623
Inglês Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix) ,
Ano: 2025 Banca: CEV-URCA Órgão: Prefeitura de Brejo Santo - CE Prova: CEV-URCA - 2025 - Prefeitura de Brejo Santo - CE - Professor de Inglês |
Q3336623 Inglês

Text 1 – How children learn languages


Questions 31 to 39


How long does it take to learn a language?



Many different factors affect the time it takes. These include your child’s age, first language, their reason for BLANK I English and their teachers. You can help your child learn quickly by BLANK II them lots of opportunities to use English. It helps to have real reasons for BLANK III a language, rather than just BLANK IV grammar.

Is it true that boys and girls learn languages differently?

Yes. At early ages, girls tend to develop language more quickly. Remember that it’s OK for children to develop at different speeds. It will be more similar by secondary school age. However, by this stage children might think that languages are ‘more of a girl thing’. Attitudes to learning can have a big impact on educational success so it’s important to find ways to encourage your child and help them enjoy their learning.

Do primary and secondary children learn languages differently?

Yes, there are differences.

Primary school children are learning their first and second languages at the same time. It’s really important to support both languages. Children with a strong foundation in their first language will find it easier to learn a second language. Encourage your child to play, sing and read in both their first and second languages. Remember to plan separate times to focus on each language. If you say something in English and then in another language, your child will automatically listen for their stronger language and ‘tune out’ the other language.

Teenagers are interested in exploring their personalities and identities. This creates lots of opportunities to use popular culture, films, TV, music and video games. Teenagers also enjoy challenging authority, which provides opportunities for debates and discussion.

Will learning another language affect how well my child does at school?

Multilingual children learn at a young age that they can express their ideas in more than one way. This helps their thought process and makes them better, more flexible, learners. Research has found that children who speak more than one language do better in school, and have better memories and problem-solving skills.

What kind of learner is my child?

Watch your child playing. What do they enjoy doing? Puzzles and problem-solving? Physical play and sports? Word games? Writing stories? Creative play? Try doing these types of activities in English and make a note of what your child responds to best. Alternatively, ask your child to create in English their own one-week ‘dream timetable of activities’. Let them choose how to present it. For example, they could act it out, prepare a written fact file, make a video, draw pictures, go on a treasure hunt or make a scrap book.


Source: https://www.cambridgeenglish.org/learning-english/parents-and-children/how-to-support-your-child/howchildren-learn-languages/. Accessed on 01/22/25
As with learners and teachers, the suffix –ER is used to form nouns from verbs in:
Alternativas
Q3336622
Inglês Discurso direto e indireto | Reported speech ,
Ano: 2025 Banca: CEV-URCA Órgão: Prefeitura de Brejo Santo - CE Prova: CEV-URCA - 2025 - Prefeitura de Brejo Santo - CE - Professor de Inglês |
Q3336622 Inglês

Text 1 – How children learn languages


Questions 31 to 39


How long does it take to learn a language?



Many different factors affect the time it takes. These include your child’s age, first language, their reason for BLANK I English and their teachers. You can help your child learn quickly by BLANK II them lots of opportunities to use English. It helps to have real reasons for BLANK III a language, rather than just BLANK IV grammar.

Is it true that boys and girls learn languages differently?

Yes. At early ages, girls tend to develop language more quickly. Remember that it’s OK for children to develop at different speeds. It will be more similar by secondary school age. However, by this stage children might think that languages are ‘more of a girl thing’. Attitudes to learning can have a big impact on educational success so it’s important to find ways to encourage your child and help them enjoy their learning.

Do primary and secondary children learn languages differently?

Yes, there are differences.

Primary school children are learning their first and second languages at the same time. It’s really important to support both languages. Children with a strong foundation in their first language will find it easier to learn a second language. Encourage your child to play, sing and read in both their first and second languages. Remember to plan separate times to focus on each language. If you say something in English and then in another language, your child will automatically listen for their stronger language and ‘tune out’ the other language.

Teenagers are interested in exploring their personalities and identities. This creates lots of opportunities to use popular culture, films, TV, music and video games. Teenagers also enjoy challenging authority, which provides opportunities for debates and discussion.

Will learning another language affect how well my child does at school?

Multilingual children learn at a young age that they can express their ideas in more than one way. This helps their thought process and makes them better, more flexible, learners. Research has found that children who speak more than one language do better in school, and have better memories and problem-solving skills.

What kind of learner is my child?

Watch your child playing. What do they enjoy doing? Puzzles and problem-solving? Physical play and sports? Word games? Writing stories? Creative play? Try doing these types of activities in English and make a note of what your child responds to best. Alternatively, ask your child to create in English their own one-week ‘dream timetable of activities’. Let them choose how to present it. For example, they could act it out, prepare a written fact file, make a video, draw pictures, go on a treasure hunt or make a scrap book.


Source: https://www.cambridgeenglish.org/learning-english/parents-and-children/how-to-support-your-child/howchildren-learn-languages/. Accessed on 01/22/25
The sentence “What do they enjoy doing?” becomes indirect speech as:
Alternativas
Q3336621
Inglês Pronomes | Pronouns ,
Ano: 2025 Banca: CEV-URCA Órgão: Prefeitura de Brejo Santo - CE Prova: CEV-URCA - 2025 - Prefeitura de Brejo Santo - CE - Professor de Inglês |
Q3336621 Inglês

Text 1 – How children learn languages


Questions 31 to 39


How long does it take to learn a language?



Many different factors affect the time it takes. These include your child’s age, first language, their reason for BLANK I English and their teachers. You can help your child learn quickly by BLANK II them lots of opportunities to use English. It helps to have real reasons for BLANK III a language, rather than just BLANK IV grammar.

Is it true that boys and girls learn languages differently?

Yes. At early ages, girls tend to develop language more quickly. Remember that it’s OK for children to develop at different speeds. It will be more similar by secondary school age. However, by this stage children might think that languages are ‘more of a girl thing’. Attitudes to learning can have a big impact on educational success so it’s important to find ways to encourage your child and help them enjoy their learning.

Do primary and secondary children learn languages differently?

Yes, there are differences.

Primary school children are learning their first and second languages at the same time. It’s really important to support both languages. Children with a strong foundation in their first language will find it easier to learn a second language. Encourage your child to play, sing and read in both their first and second languages. Remember to plan separate times to focus on each language. If you say something in English and then in another language, your child will automatically listen for their stronger language and ‘tune out’ the other language.

Teenagers are interested in exploring their personalities and identities. This creates lots of opportunities to use popular culture, films, TV, music and video games. Teenagers also enjoy challenging authority, which provides opportunities for debates and discussion.

Will learning another language affect how well my child does at school?

Multilingual children learn at a young age that they can express their ideas in more than one way. This helps their thought process and makes them better, more flexible, learners. Research has found that children who speak more than one language do better in school, and have better memories and problem-solving skills.

What kind of learner is my child?

Watch your child playing. What do they enjoy doing? Puzzles and problem-solving? Physical play and sports? Word games? Writing stories? Creative play? Try doing these types of activities in English and make a note of what your child responds to best. Alternatively, ask your child to create in English their own one-week ‘dream timetable of activities’. Let them choose how to present it. For example, they could act it out, prepare a written fact file, make a video, draw pictures, go on a treasure hunt or make a scrap book.


Source: https://www.cambridgeenglish.org/learning-english/parents-and-children/how-to-support-your-child/howchildren-learn-languages/. Accessed on 01/22/25
In the sentence ‘Research has found that children who speak more than one language do better in school, and have better memories and problem-solving skills.’, the relative pronouns ‘that’ and ‘who’: 
Alternativas
Respostas
4541: A
4542: D
4543: D
4544: E
4545: B
4546: A
4547: B
4548: A
4549: D
4550: A
4551: C
4552: B
4553: A
4554: A
4555: B
4556: A
4557: D
4558: D
4559: E
4560: B
www.qconcursos.com