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Fonte: www.google.com.br/imagem
Ao traçar os gráficos das funções 
é CORRETO que o valor da área em metros quadrado da figura hachurada abaixo
É igual a:
Um arquiteto constrói uma praça em forma de um triângulo ABC, de modo que o ângulo  satisfaz a relação
cos2 Â = sen2 Â + sen Â.
Se  > 30°, então, o ângulo  é igual a:
Seja S = 1/2 + 1/4 + 1/8 + ... e Y a soma das raízes da equação 
= S
A circunferência C2 de centro em (0,0) e raio 2cm é tangente a circunferência C1 no ponto A = (-2,0) e tangente a circunferência C3 no 2 1 3 ponto B = (2,0). A circunferência C1 possui centro em (-4,0) e a circunferência C3 tem centro em (4,0). Se denotarmos por S a soma das áreas dos três círculos, sendo que cada círculo é determinado pela circunferência C1 , C2 e C3 respectivamente, é CORRETO afirmar que o valor de S é igual a:
Um projetista faz uma maquete de um anel circular C, compreendido entre C1 e C2 sendo 
e 
. Se as distâncias em C1 e C2 são calculadas em metros, é correto afirmar que a área do anel circular C é igual a:
Sabendo que o determinante de uma matriz A = (aij)3x3 é igual a 16 e que o determinante de uma matriz C = (cij)3x3 é igual a 144, onde C = AB, se o detB = 3k, sendo 
, então o valor de k é igual a:
TEXTIII - Text forquestion.
(Available at: https://www.glasbergen.com/gallery-search/?tag=learning. Accessed on October 26 , 2019).
Based on the cartoon, it is possible to infer that the student
TEXT II
Another Brick In The Wall (Pink Floyd)
We don't need no education
We don't need no thought control
No dark sarcasm in the classroom
Teachers, leave them kids alone
Hey! Teacher! Leave them kids alone!
All in all, it's just another brick in the wall
All in all, you're just another brick in the wall st
(Adapted from: https://www.letras.mus.br/pink-floyd/64541/. Accessed on October 31 , 2019).
Answer question according to TEXT II.
TEXT I-
ENEM and the Language Policy forEnglish in the Brazilian Context
Andrea Barros Carvalho de Oliveira
1.INTRODUCTION
In the present article, I report the results of a doctoral research that focused on the language policy for English in Brazil, considering specifically the role of Exame Nacional do Ensino Médio (hereinafter ENEM) in this policy. Thus, taking into account the sociopolitical aspects of the teaching processes, learning, and use of English as a foreign language, we sought to identify the possible impact of ENEM on the status of English language as a school subject.
ENEM was initially conceived as a final exam to evaluate students at the end of basic education. However, it has been modified over the last few years to work as an entrance examination for public and private universities. In addition, the use of this exam in several governmental programs aimed at higher education access was preponderant to make it a high stakes exam in the educational scenario.
According to the literature on language examination exams, especially those considered to be high stakes, are seen as an intrinsically political activity (ALDERSON; BANERJEE, 2001). These exams can be used as educational policy tools as well as to promote a specific language related to local language policy objectives.
The theoretical conception of Language Policy (hereinafter LP) adopted in this investigation refers to Shohamy (2006). This author postulates that, although there is an official LP established in legislation and official documents, it is also necessary to consider the existence of a “real” LP, or “de facto” LP, which is put into practice through mechanisms, resources such as traffic signs, rules and laws related to official bodies, language exams, among others. Besides mechanisms, the beliefs or representations about the language that are shared in the community ought to be considered as well. The importance of mechanisms is that they reveal the true aims of LPas established by the government for a specific language, which are not always explicit in Brazilian law.
The research, the results of which are presented in this article, covered the three components of Shohamy’s theoretical model, namely: legislation, mechanisms (in this case, an exam, ENEM), and representations or beliefs about language. To obtain a sample of representations about English language, interviews were conducted with the students from an ENEM preparatory course for university entrance, with two teachers of English and two coordinators from public schools.
In the present article, I begin with a review of the expanded conception of LPelaborated by Shohamy, as it is the theoretical basis of this research. Second, I analyze some documents and laws regarding English teaching in Brazil. In addition to these documents, the English questions of ENEM (2016) were taken in consideration. Finally, I present an overview of the representations about English language that emerged from the interviews which constituted the empirical data of my doctoral thesis.
ALDERSON, J. C; BANERJEE, J. Language Testing and Assessment. Language Testing, [S.l.], n. 34, 2001, p. 213-236.
SHOHAMY, E. Language Policy: Hidden Agendas and New Approaches. London; New York: Routledge, 2006. (Adapted from: OLIVEIRA, A.B.C. ENEM and the Language Policy for English in the Brazilian Context. In.: Revista Brasileira de Linguística Aplicada. vol.19 no.2 th Belo Horizonte Apr./June 2019 Available at: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982019000200361 Accessed on October 20 , 2019)
Answer question according to TEXT I.
Sou um evadido.
Logo que nasci
fecharam-me em mim,
ah, mas eu fugi.
Se a gente se cansa
do mesmo lugar,
do mesmo ser
por que não se cansar?
Minha alma procura-me
mas eu ando a monte,
oxalá que ela
nunca me encontre.
Ser um é cadeia,
ser eu é não ser.
Viverei fugindo
mas vivo a valer.
(Fernando Pessoa)
Sobre a aplicação do poema de Fernando Pessoa às teorias da História, assinale a alternativa CORRETA.
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