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Q4246810
Inglês Interpretação de texto | Reading comprehension , Caso genitivo | Genitive case ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246810 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
The noun phrase “the teacher’s capacity” is an instance of the genitive case. In order to teach how to express possession, the only sentence that the teacher could use as an example is
Alternativas
Q4246809
Inglês Orações condicionais | Conditional Clauses ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246809 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
In writing the clause “if no coping mechanisms are provided”, the author has used the
Alternativas
Q4246808
Inglês Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix) ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246808 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
In an English as a Lingua Franca (ELF) setting, it is important that students learn how new words are created, as this will help them expand their vocabulary and understand how the new word can be used in different contexts. To do so, one possibility is writing the word “interplay” on the blackboard and asking them how it is formed.

They should answer that “interplay” is formed by a(n)
Alternativas
Q4246807
Inglês Advérbios e conjunções | Adverbs and conjunctions , Os advérbios (grau, a finalidade, contraste ...) | Adverbs (degree, purpose, contrast...) , Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246807 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
The adverb “even” in “and even classroom performance” implies that something is 
Alternativas
Q4246806
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246806 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
According to Text I, if teachers neglect strategies for dealing with stress, they may feel
Alternativas
Q4246805
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246805 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
The sentence “Emotions are not just fleeting states” means that emotions are actually
Alternativas
Q4246804
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246804 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
The verb phrase “delving into” in the subtitle implies that EFL teachers’ emotions and professional identities will be
Alternativas
Q4246803
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: FGV Órgão: SEDUC-SP Prova: FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246803 Inglês
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW


TEXT I


Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities


Emotions in education have attracted significant attention over the past few years, particularly in language teaching and learning. Emotions are not just fleeting states but also play a crucial role in classroom dynamics, influencing both student achievements and the quality of teaching. In particular, they are instrumental in influencing teachers’ professional identity, image, affective commitment level, and even classroom performance because the emotional experiences of teachers are deep, complex, and intertwined with their very professional identity. Teaching English as a Foreign Language (EFL) typically intensifies the emotional complexity. Subsequent research has extended beyond the understanding of emotions as solely psychological phenomena, and emotions are now also understood as sociocultural and political constructs. Viewed this way, teaching can be seen as emotional labor: an ongoing demand to demonstrate and regulate emotions in a way that aligns with professional norms but may lead to burnout and disillusionment if no coping mechanisms are provided. The challenges faced by teachers have led to an increased call for support to help them identify, process, and respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is a critical first step in developing coherent and resilient professional identities. The relationship between teacher emotions and identity is not a linear one; they are in constant and dynamic interplay with one another. As emotional experiences fluctuate, whether through student interactions, collegial relationships, or institutionalized approaches and policies, the teacher’s capacity to develop in a sense of professional identity also changes.


Adapted from https://www.frontiersin.org
Based on Text I, mark the statements below as true (T) or false (F).

I. Teachers’ emotional experience is important in building their professional identity.
II. Understanding emotion involves other areas besides psychology.
III. Emotions and identity are independent of each other.

The statements are, respectively, 
Alternativas
Q4242184
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: MSConcursos Órgão: Prefeitura de Santana de Parnaíba - SP Prova: MSConcursos - 2026 - Prefeitura de Santana de Parnaíba - SP - Professor PEB II - Inglês |
Q4242184 Inglês
Leia o trecho a seguir, extraído do romance Pride and Prejudice, de Jane Austen.
His arrival was soon known at the Parsonage; for Mr. Collins was walking the whole morning within view of the lodges opening into Hunsford Lane, in order to have the earliest assurance of it; and after making his bow as the carriage turned into the park, hurried home with the great intelligence. On the following morning he hastened to Rosings to pay his respects. There were two nephews of Lady Catherine to require them, for Mr. Darcy had brought with him a Colonel Fitzwilliam, the younger son of his uncle, Lord—; and, to the great surprise of all the party, when Mr. Collins returned, the gentlemen accompanied him. Charlotte had seen them from her husband’s room, crossing the road, and immediately running into the other, told the girls what an honour they might expect, adding,— "I may thank you, Eliza, for this piece of civility. Mr. Darcy would never have come so soon to wait upon me."
AUSTEN, Jane. Pride and Prejudice. Edited by Vivien Jones. London: Penguin Books, 2003. Página 199. 
Com base no trecho, assinale a alternativa que melhor interpreta a atitude de Charlotte ao afirmar: "I may thank you, Eliza, for this piece of civility. Mr. Darcy would never have come so soon to wait upon me."
Alternativas
Q4242183
Inglês Vocabulário | Vocabulary , Falso Cognatos | False Cognates ,
Ano: 2026 Banca: MSConcursos Órgão: Prefeitura de Santana de Parnaíba - SP Prova: MSConcursos - 2026 - Prefeitura de Santana de Parnaíba - SP - Professor PEB II - Inglês |
Q4242183 Inglês

Os false cognates, (false friends), constituem um dos principais desafios para aprendizes de Língua Inglesa, pois apresentam semelhança gráfica com palavras da Língua Portuguesa, mas possuem significados diferentes.


Considerando-se o contexto de cada sentença, assinale a alternativa em que a palavra sublinhada está, corretamente, interpretada.

Alternativas
Q4242182
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: MSConcursos Órgão: Prefeitura de Santana de Parnaíba - SP Prova: MSConcursos - 2026 - Prefeitura de Santana de Parnaíba - SP - Professor PEB II - Inglês |
Q4242182 Inglês
Leia o trecho, extraído do romance The Portrait of a Lady, de Henry James.
The old gentleman at the tea-table, who had come from America thirty years before, had brought with him, at the top of his baggage, his American physiognomy; and he had not only brought it with him, but he had kept it in the best order, so that, if necessary, he might have taken it back to his own country with perfect confidence. At present, obviously, nevertheless, he was not likely to displace himself; his journeys were over and he was taking the rest that precedes the great rest.
JAMES, Henry. The Portrait of a Lady. Boston: Houghton, Mifflin and Company, 1881. p.3. 
Tendo em vista as informações apresentadas no excerto, assinale a alternativa correta. 
Alternativas
Q4242181
Inglês Análise sintática | Syntax Parsing ,
Ano: 2026 Banca: MSConcursos Órgão: Prefeitura de Santana de Parnaíba - SP Prova: MSConcursos - 2026 - Prefeitura de Santana de Parnaíba - SP - Professor PEB II - Inglês |
Q4242181 Inglês
Em Língua Inglesa, determinadas expressões de sentido negativo ou restritivo podem provocar a inversão entre o auxiliar e o sujeito no início da oração, fenômeno conhecido como negative inversion.
Considerando-se essa regra gramatical, identifique a alternativa correta.
Alternativas
Q4242180
Inglês Pronomes | Pronouns , Pronome demonstrativo | Demonstrative pronoun , Interpretação de texto | Reading comprehension , Pronome subjetivo | Subjective pronoun
Ano: 2026 Banca: MSConcursos Órgão: Prefeitura de Santana de Parnaíba - SP Prova: MSConcursos - 2026 - Prefeitura de Santana de Parnaíba - SP - Professor PEB II - Inglês |
Q4242180 Inglês
Leia o trecho extraído do romance Ulysses, de James Joyce.
"He is gone from mortal haunts: O’Dignam, sun of our morning. Fleet was his foot on the bracken: Patrick of the beamy brow. Wail, Banba, with your wind: and wail, O ocean, with your whirlwind.
—There he is again, says the citizen, staring out. —Who? says I. —Bloom, says he. He’s on point duty up and down there for the last ten minutes. And, begob, I saw his physog do a peep in and then slider off again. Little Alf was knocked bawways. Faith, he was. —Good Christ! says he. I could have sworn it was him. And says Bob Doran, with the hat on the back of his poll, lowest blackguard in Dublin when he’s under the influence: —Who said Christ is good? —I beg your parsnips, says Alf." JOYCE, James. Ulysses. Paris: Shakespeare and Company, 1922, p. 390. 

Considerando-se o uso dos pronomes em Língua Inglesa e seu papel na coesão textual, assinale a alternativa correta.
Alternativas
Q4242179
Inglês Pronomes | Pronouns , Pronome relativo | Relative clauses ,
Ano: 2026 Banca: MSConcursos Órgão: Prefeitura de Santana de Parnaíba - SP Prova: MSConcursos - 2026 - Prefeitura de Santana de Parnaíba - SP - Professor PEB II - Inglês |
Q4242179 Inglês
As relative clauses são utilizadas para adicionar informações sobre pessoas, objetos, lugares ou posse. Tendo em vista o uso adequado dos pronomes relativos em Língua Inglesa, assinale a alternativa correta.
Alternativas
Q4242178
Inglês Preposições | Prepositions ,
Ano: 2026 Banca: MSConcursos Órgão: Prefeitura de Santana de Parnaíba - SP Prova: MSConcursos - 2026 - Prefeitura de Santana de Parnaíba - SP - Professor PEB II - Inglês |
Q4242178 Inglês
As preposições desempenham papel fundamental na construção do significado das sentenças em Língua Inglesa, estabelecendo relações de tempo, lugar, direção e outras funções gramaticais.
Considerando-se o uso adequado das preposições em Língua Inglesa, indique a alternativa correta.
Alternativas
Q4242177
Inglês Interpretação de texto | Reading comprehension , Verbos | Verbs , Verbos frasais | Phrasal verbs ,
Ano: 2026 Banca: MSConcursos Órgão: Prefeitura de Santana de Parnaíba - SP Prova: MSConcursos - 2026 - Prefeitura de Santana de Parnaíba - SP - Professor PEB II - Inglês |
Q4242177 Inglês
Leia o trecho, extraído do romance Mrs Dalloway, de Virginia Woolf. "Look," she repeated.
Look the unseen bade him, the voice which now communicated with him who was the greatest of mankind, Septimus, lately taken from life to death, the Lord who had come to renew society, who lay like a coverlet, a snow blanket smitten only by the sun, for ever unwashed, suffering for ever, the scape-goat, the eternal sufferer, but he did not want it, he moaned, putting from him with a wave of his hand that eternal suffering, that eternal loneliness. "Look," she repeated, for he must not talk aloud to himself out of doors. "Oh look," she implored him. But what was there to look at? A few sheep. That was all. WOOLF, Virginia. Mrs Dalloway. San Diego: Harcourt Brace Jovanovich, 1981. P.44  
Com base no trecho e no uso dos phrasal verbs em Língua Inglesa, marque a alternativa correta.
Alternativas
Q4242176
Inglês Orações condicionais | Conditional Clauses , Verbos | Verbs , Passado simples | Simple past , Verbos modais | Modal verbs
Ano: 2026 Banca: MSConcursos Órgão: Prefeitura de Santana de Parnaíba - SP Prova: MSConcursos - 2026 - Prefeitura de Santana de Parnaíba - SP - Professor PEB II - Inglês |
Q4242176 Inglês
As conditional clauses, (orações condicionais), são empregadas para expressar diferentes relações entre condição e consequência. A Second Conditional é utilizada para indicar situações hipotéticas ou improváveis no presente ou no futuro.
Considerando-se as regras de uso da Second Conditional, assinale a alternativa que apresente a construção gramaticalmente correta.
Alternativas
Q4242175
Inglês Discurso direto e indireto | Reported speech , Verbos | Verbs , Passado perfeito | Past perfect ,
Ano: 2026 Banca: MSConcursos Órgão: Prefeitura de Santana de Parnaíba - SP Prova: MSConcursos - 2026 - Prefeitura de Santana de Parnaíba - SP - Professor PEB II - Inglês |
Q4242175 Inglês
Leia o trecho do poema Tulips, de Sylvia Plath.
The tulips are too excitable, it is winter here. Look how white everything is, how quiet, how snowed-in. I am learning peacefulness, lying by myself quietly As the light lies on these white walls, this bed, these hands. I am nobody; I have nothing to do with explosions. I have given my name and my day-clothes up to the nurses And my history to the anaesthetist and my body to surgeons. PLATH, Sylvia. Tulips. In: PLATH, Sylvia. Collected Poems. Edited by Ted Hughes. New York: Harper & Row, 1981. p. 160–162. 
Assinale a alternativa que apresenta a transposição correta para o reported speech da afirmação "I have given my name and my day-clothes up to the nurses."
Alternativas
Q4241035
Inglês Discurso direto e indireto | Reported speech ,
Ano: 2026 Banca: Instituto Legalle Órgão: Prefeitura de Fagundes Varela - RS Prova: Instituto Legalle - 2026 - Prefeitura de Fagundes Varela - RS - Professor de Língua Estrangeira |
Q4241035 Inglês
Sex Pollution

        Sex pollution is a concept found in cultural anthropology - specifically in the work of lrzlary Douglas.

         In her book Purity and Danger, she examined some of the different ways modern and more primitive peoples determine what is clean and unclean.

        Douglas explain ed that "dirt is essentially disorder." When we clean something, we are "positively reordering our environment, making it conform to an idea."

        When something or someone is determined to be dirty, it has been contaminated by a thing from a different category. Until it is cleaned or purified, it is partially out of order.

       In Douglas's words, "rituals of purity and impurity create unity in experience." What is out of order becomes alien, dissonant, and suspect, making everyone else uncomfortable.

            Sexual pollution occurs when the sexes interact in a way that blurs or ofÍends boundaries between males and females, arrd disorder is created between the sexes.

         In the case of men, it is usually believed that sexual pollution weakens virility and diminishes their masculine power.

        Some readers may be familiar with the primitive practice of constructing "menstrual huts" that separate menstruating women from men. Tribes that engaged in this practice viewed menstruating women as impure or tainted in some way, and believed that their feminine impurity could infect or pollute the masculine energy of the tribe's men - ultimately weakening them and making the tribe as a whole more vulnerable.

         Menstrual huts are a simple example of a practice dealing with the concept of sex pollution. There are a wide variety of other ways that cultures have sought to contain female energy to maintain an ordered separation of male and female sexual identity.

         Symbolically speaking, masculine identity always represents the creation of distance and separation from the feminine, the safety oÍ the nurturing mother, and a protected womb-like existence. Virility is established and maintained by venturing away from the world of women and out into the wild, dangerous world of the men who contend with danger and uncertainty at the edge of the cultural perimeter and beyond. Establishing a masculine identity always means establishing that men are not women through the creation or revelation of contrast between the sexes.

Fonte: https://www jack-donovan.com/sowilo /2024 /07 /06/beyond -theman-cave-sex-pollution and-the-retreat of-men-from-the-arts/
Regarding the classification of the speech in the quote in the text, it is an example of: 
Alternativas
Q4241034
Inglês Orações condicionais | Conditional Clauses , Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: Instituto Legalle Órgão: Prefeitura de Fagundes Varela - RS Prova: Instituto Legalle - 2026 - Prefeitura de Fagundes Varela - RS - Professor de Língua Estrangeira |
Q4241034 Inglês
Sex Pollution

        Sex pollution is a concept found in cultural anthropology - specifically in the work of lrzlary Douglas.

         In her book Purity and Danger, she examined some of the different ways modern and more primitive peoples determine what is clean and unclean.

        Douglas explain ed that "dirt is essentially disorder." When we clean something, we are "positively reordering our environment, making it conform to an idea."

        When something or someone is determined to be dirty, it has been contaminated by a thing from a different category. Until it is cleaned or purified, it is partially out of order.

       In Douglas's words, "rituals of purity and impurity create unity in experience." What is out of order becomes alien, dissonant, and suspect, making everyone else uncomfortable.

            Sexual pollution occurs when the sexes interact in a way that blurs or ofÍends boundaries between males and females, arrd disorder is created between the sexes.

         In the case of men, it is usually believed that sexual pollution weakens virility and diminishes their masculine power.

        Some readers may be familiar with the primitive practice of constructing "menstrual huts" that separate menstruating women from men. Tribes that engaged in this practice viewed menstruating women as impure or tainted in some way, and believed that their feminine impurity could infect or pollute the masculine energy of the tribe's men - ultimately weakening them and making the tribe as a whole more vulnerable.

         Menstrual huts are a simple example of a practice dealing with the concept of sex pollution. There are a wide variety of other ways that cultures have sought to contain female energy to maintain an ordered separation of male and female sexual identity.

         Symbolically speaking, masculine identity always represents the creation of distance and separation from the feminine, the safety oÍ the nurturing mother, and a protected womb-like existence. Virility is established and maintained by venturing away from the world of women and out into the wild, dangerous world of the men who contend with danger and uncertainty at the edge of the cultural perimeter and beyond. Establishing a masculine identity always means establishing that men are not women through the creation or revelation of contrast between the sexes.

Fonte: https://www jack-donovan.com/sowilo /2024 /07 /06/beyond -theman-cave-sex-pollution and-the-retreat of-men-from-the-arts/
In the sentence Until it is cleaned or purified, it is partially out of order, the author uses a speciÍic structure to describe the state of an object. If the author wanted to express this as a recurring consequence oÍ a lack of action, which variation maintains a similar logical relationship? 
Alternativas
Respostas
41: D
42: B
43: D
44: D
45: C
46: C
47: A
48: D
49: A
50: B
51: C
52: D
53: A
54: A
55: C
56: C
57: D
58: A
59: B
60: A
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