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Q3825703
Português Morfologia - Pronomes ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-SE Prova: CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Portuguesa |
Q3825703 Português
Texto 12A1-I

        Escrever prosa é uma arte ingrata. Eu digo prosa fiada, como faz um cronista; não a prosa de um ficcionista, na qual este é levado meio a tapas pelas personagens e situações que, azar dele, criou porque quis. Com um prosador do cotidiano, a coisa fia mais fino. Senta-se ele diante de sua máquina, acende um cigarro, olha através da janela e busca fundo em sua imaginação um fato qualquer, em que possa injetar um sangue novo. Se nada houver, resta-lhe o recurso de olhar em torno e esperar que, através de um processo associativo, surja-lhe de repente a crônica, provinda dos fatos e feitos de sua vida. Ou então, em última instância, recorrer ao assunto da falta de assunto, já bastante gasto, mas do qual, no ato de escrever, pode surgir o inesperado. 

        Alguns fazem-no de maneira simples e direta, sem caprichar demais no estilo, mas enfeitando-o aqui e ali. Outros, de modo lento e elaborado, que o leitor deixa para mais tarde como um convite ao sono: a estes se lê como quem mastiga com prazer grandes bolas de chicletes. Outros, ainda, “tacam peito” na máquina e cumprem o dever cotidiano da crônica, numa atitude ou-vai-ou-racha. Há os eufóricos, cuja prosa procura sempre infundir vida e alegria em seus leitores, e há os tristes, que escrevem com o fito exclusivo de desanimar o gentio não só quanto à vida, como quanto à condição humana e às razões de viver. Há também os modestos, que ocultam cuidadosamente a própria personalidade atrás do que dizem e, em contrapartida, os vaidosos, que castigam no pronome na primeira pessoa e colocam-se geralmente como a personagem principal de todas as situações. Como se diz que é preciso um pouco de tudo para fazer um mundo, todos estes “marginais da imprensa”, por assim dizer, têm o seu papel a cumprir. Uns afagam vaidades, outros as espicaçam; estes são lidos por puro deleite, aqueles por puro vício. Mas uma coisa é certa: o público não dispensa a crônica.

Vinícius de Moraes. O exercício da crônica. Para viver um grande amor.
São Paulo: Companhia das Letras, 2010 (com adaptações)
No último período do primeiro parágrafo do texto 12A1-I, o pronome presente na expressão “do qual” tem como referente
Alternativas
Q3825702
Português Interpretação de Textos ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-SE Prova: CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Portuguesa |
Q3825702 Português
Texto 12A1-I

        Escrever prosa é uma arte ingrata. Eu digo prosa fiada, como faz um cronista; não a prosa de um ficcionista, na qual este é levado meio a tapas pelas personagens e situações que, azar dele, criou porque quis. Com um prosador do cotidiano, a coisa fia mais fino. Senta-se ele diante de sua máquina, acende um cigarro, olha através da janela e busca fundo em sua imaginação um fato qualquer, em que possa injetar um sangue novo. Se nada houver, resta-lhe o recurso de olhar em torno e esperar que, através de um processo associativo, surja-lhe de repente a crônica, provinda dos fatos e feitos de sua vida. Ou então, em última instância, recorrer ao assunto da falta de assunto, já bastante gasto, mas do qual, no ato de escrever, pode surgir o inesperado. 

        Alguns fazem-no de maneira simples e direta, sem caprichar demais no estilo, mas enfeitando-o aqui e ali. Outros, de modo lento e elaborado, que o leitor deixa para mais tarde como um convite ao sono: a estes se lê como quem mastiga com prazer grandes bolas de chicletes. Outros, ainda, “tacam peito” na máquina e cumprem o dever cotidiano da crônica, numa atitude ou-vai-ou-racha. Há os eufóricos, cuja prosa procura sempre infundir vida e alegria em seus leitores, e há os tristes, que escrevem com o fito exclusivo de desanimar o gentio não só quanto à vida, como quanto à condição humana e às razões de viver. Há também os modestos, que ocultam cuidadosamente a própria personalidade atrás do que dizem e, em contrapartida, os vaidosos, que castigam no pronome na primeira pessoa e colocam-se geralmente como a personagem principal de todas as situações. Como se diz que é preciso um pouco de tudo para fazer um mundo, todos estes “marginais da imprensa”, por assim dizer, têm o seu papel a cumprir. Uns afagam vaidades, outros as espicaçam; estes são lidos por puro deleite, aqueles por puro vício. Mas uma coisa é certa: o público não dispensa a crônica.

Vinícius de Moraes. O exercício da crônica. Para viver um grande amor.
São Paulo: Companhia das Letras, 2010 (com adaptações)
No antepenúltimo período do texto 12A1-I, ao empregar a expressão “por assim dizer”, o autor
Alternativas
Q3825701
Português Interpretação de Textos ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-SE Prova: CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Portuguesa |
Q3825701 Português
Texto 12A1-I

        Escrever prosa é uma arte ingrata. Eu digo prosa fiada, como faz um cronista; não a prosa de um ficcionista, na qual este é levado meio a tapas pelas personagens e situações que, azar dele, criou porque quis. Com um prosador do cotidiano, a coisa fia mais fino. Senta-se ele diante de sua máquina, acende um cigarro, olha através da janela e busca fundo em sua imaginação um fato qualquer, em que possa injetar um sangue novo. Se nada houver, resta-lhe o recurso de olhar em torno e esperar que, através de um processo associativo, surja-lhe de repente a crônica, provinda dos fatos e feitos de sua vida. Ou então, em última instância, recorrer ao assunto da falta de assunto, já bastante gasto, mas do qual, no ato de escrever, pode surgir o inesperado. 

        Alguns fazem-no de maneira simples e direta, sem caprichar demais no estilo, mas enfeitando-o aqui e ali. Outros, de modo lento e elaborado, que o leitor deixa para mais tarde como um convite ao sono: a estes se lê como quem mastiga com prazer grandes bolas de chicletes. Outros, ainda, “tacam peito” na máquina e cumprem o dever cotidiano da crônica, numa atitude ou-vai-ou-racha. Há os eufóricos, cuja prosa procura sempre infundir vida e alegria em seus leitores, e há os tristes, que escrevem com o fito exclusivo de desanimar o gentio não só quanto à vida, como quanto à condição humana e às razões de viver. Há também os modestos, que ocultam cuidadosamente a própria personalidade atrás do que dizem e, em contrapartida, os vaidosos, que castigam no pronome na primeira pessoa e colocam-se geralmente como a personagem principal de todas as situações. Como se diz que é preciso um pouco de tudo para fazer um mundo, todos estes “marginais da imprensa”, por assim dizer, têm o seu papel a cumprir. Uns afagam vaidades, outros as espicaçam; estes são lidos por puro deleite, aqueles por puro vício. Mas uma coisa é certa: o público não dispensa a crônica.

Vinícius de Moraes. O exercício da crônica. Para viver um grande amor.
São Paulo: Companhia das Letras, 2010 (com adaptações)
A crônica é um gênero textual em que frequentemente é utilizada uma linguagem mais informal, próxima da oralidade. No texto 12A1-I, um exemplo do uso da linguagem informal está presente em
Alternativas
Q3825700
Português Pontuação , Sintaxe ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-SE Prova: CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Portuguesa |
Q3825700 Português
Texto 12A1-I

        Escrever prosa é uma arte ingrata. Eu digo prosa fiada, como faz um cronista; não a prosa de um ficcionista, na qual este é levado meio a tapas pelas personagens e situações que, azar dele, criou porque quis. Com um prosador do cotidiano, a coisa fia mais fino. Senta-se ele diante de sua máquina, acende um cigarro, olha através da janela e busca fundo em sua imaginação um fato qualquer, em que possa injetar um sangue novo. Se nada houver, resta-lhe o recurso de olhar em torno e esperar que, através de um processo associativo, surja-lhe de repente a crônica, provinda dos fatos e feitos de sua vida. Ou então, em última instância, recorrer ao assunto da falta de assunto, já bastante gasto, mas do qual, no ato de escrever, pode surgir o inesperado. 

        Alguns fazem-no de maneira simples e direta, sem caprichar demais no estilo, mas enfeitando-o aqui e ali. Outros, de modo lento e elaborado, que o leitor deixa para mais tarde como um convite ao sono: a estes se lê como quem mastiga com prazer grandes bolas de chicletes. Outros, ainda, “tacam peito” na máquina e cumprem o dever cotidiano da crônica, numa atitude ou-vai-ou-racha. Há os eufóricos, cuja prosa procura sempre infundir vida e alegria em seus leitores, e há os tristes, que escrevem com o fito exclusivo de desanimar o gentio não só quanto à vida, como quanto à condição humana e às razões de viver. Há também os modestos, que ocultam cuidadosamente a própria personalidade atrás do que dizem e, em contrapartida, os vaidosos, que castigam no pronome na primeira pessoa e colocam-se geralmente como a personagem principal de todas as situações. Como se diz que é preciso um pouco de tudo para fazer um mundo, todos estes “marginais da imprensa”, por assim dizer, têm o seu papel a cumprir. Uns afagam vaidades, outros as espicaçam; estes são lidos por puro deleite, aqueles por puro vício. Mas uma coisa é certa: o público não dispensa a crônica.

Vinícius de Moraes. O exercício da crônica. Para viver um grande amor.
São Paulo: Companhia das Letras, 2010 (com adaptações)
No que diz respeito ao emprego dos sinais de pontuação no texto 12A1-I, julgue os itens a seguir.
I No quarto período do primeiro parágrafo, a vírgula empregada após “qualquer” separa a oração de função adverbial da oração a que ela se subordina.
II O trecho “estes são lidos por puro deleite, aqueles por puro vício” (penúltimo período do texto) poderia ser reescrito, sem prejuízo da correção gramatical e da coerência textual, da seguinte maneira: estes são lidos por puro deleite; aqueles, por puro vício.
III As aspas na expressão ‘tacam peito’ (terceiro período do segundo parágrafo) assinalam o emprego de gíria.

Assinale a opção correta.
Alternativas
Q3825699
Português Interpretação de Textos ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-SE Prova: CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Portuguesa |
Q3825699 Português
Texto 12A1-I

        Escrever prosa é uma arte ingrata. Eu digo prosa fiada, como faz um cronista; não a prosa de um ficcionista, na qual este é levado meio a tapas pelas personagens e situações que, azar dele, criou porque quis. Com um prosador do cotidiano, a coisa fia mais fino. Senta-se ele diante de sua máquina, acende um cigarro, olha através da janela e busca fundo em sua imaginação um fato qualquer, em que possa injetar um sangue novo. Se nada houver, resta-lhe o recurso de olhar em torno e esperar que, através de um processo associativo, surja-lhe de repente a crônica, provinda dos fatos e feitos de sua vida. Ou então, em última instância, recorrer ao assunto da falta de assunto, já bastante gasto, mas do qual, no ato de escrever, pode surgir o inesperado. 

        Alguns fazem-no de maneira simples e direta, sem caprichar demais no estilo, mas enfeitando-o aqui e ali. Outros, de modo lento e elaborado, que o leitor deixa para mais tarde como um convite ao sono: a estes se lê como quem mastiga com prazer grandes bolas de chicletes. Outros, ainda, “tacam peito” na máquina e cumprem o dever cotidiano da crônica, numa atitude ou-vai-ou-racha. Há os eufóricos, cuja prosa procura sempre infundir vida e alegria em seus leitores, e há os tristes, que escrevem com o fito exclusivo de desanimar o gentio não só quanto à vida, como quanto à condição humana e às razões de viver. Há também os modestos, que ocultam cuidadosamente a própria personalidade atrás do que dizem e, em contrapartida, os vaidosos, que castigam no pronome na primeira pessoa e colocam-se geralmente como a personagem principal de todas as situações. Como se diz que é preciso um pouco de tudo para fazer um mundo, todos estes “marginais da imprensa”, por assim dizer, têm o seu papel a cumprir. Uns afagam vaidades, outros as espicaçam; estes são lidos por puro deleite, aqueles por puro vício. Mas uma coisa é certa: o público não dispensa a crônica.

Vinícius de Moraes. O exercício da crônica. Para viver um grande amor.
São Paulo: Companhia das Letras, 2010 (com adaptações)
Em relação ao emprego de figuras de linguagem no texto 12A1-I, julgue os itens a seguir.
I No trecho “recorrer ao assunto da falta de assunto” (último período do primeiro parágrafo), observa-se o uso do paradoxo.
II O trecho “Uns afagam vaidades, outros as espicaçam” (penúltimo período do texto) apresenta antítese.
III Em “a estes se lê” (segundo período do segundo parágrafo), observa-se a ocorrência de metonímia.

Assinale a opção correta.
Alternativas
Q3825698
Português Interpretação de Textos ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-SE Prova: CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Portuguesa |
Q3825698 Português
Texto 12A1-I

        Escrever prosa é uma arte ingrata. Eu digo prosa fiada, como faz um cronista; não a prosa de um ficcionista, na qual este é levado meio a tapas pelas personagens e situações que, azar dele, criou porque quis. Com um prosador do cotidiano, a coisa fia mais fino. Senta-se ele diante de sua máquina, acende um cigarro, olha através da janela e busca fundo em sua imaginação um fato qualquer, em que possa injetar um sangue novo. Se nada houver, resta-lhe o recurso de olhar em torno e esperar que, através de um processo associativo, surja-lhe de repente a crônica, provinda dos fatos e feitos de sua vida. Ou então, em última instância, recorrer ao assunto da falta de assunto, já bastante gasto, mas do qual, no ato de escrever, pode surgir o inesperado. 

        Alguns fazem-no de maneira simples e direta, sem caprichar demais no estilo, mas enfeitando-o aqui e ali. Outros, de modo lento e elaborado, que o leitor deixa para mais tarde como um convite ao sono: a estes se lê como quem mastiga com prazer grandes bolas de chicletes. Outros, ainda, “tacam peito” na máquina e cumprem o dever cotidiano da crônica, numa atitude ou-vai-ou-racha. Há os eufóricos, cuja prosa procura sempre infundir vida e alegria em seus leitores, e há os tristes, que escrevem com o fito exclusivo de desanimar o gentio não só quanto à vida, como quanto à condição humana e às razões de viver. Há também os modestos, que ocultam cuidadosamente a própria personalidade atrás do que dizem e, em contrapartida, os vaidosos, que castigam no pronome na primeira pessoa e colocam-se geralmente como a personagem principal de todas as situações. Como se diz que é preciso um pouco de tudo para fazer um mundo, todos estes “marginais da imprensa”, por assim dizer, têm o seu papel a cumprir. Uns afagam vaidades, outros as espicaçam; estes são lidos por puro deleite, aqueles por puro vício. Mas uma coisa é certa: o público não dispensa a crônica.

Vinícius de Moraes. O exercício da crônica. Para viver um grande amor.
São Paulo: Companhia das Letras, 2010 (com adaptações)
No texto 12A1-I, o termo “coisa”, na expressão “a coisa fia mais fino” (terceiro período do primeiro parágrafo), remete, conotativamente,
Alternativas
Q3825697
Português Interpretação de Textos ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-SE Prova: CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Portuguesa |
Q3825697 Português
Texto 12A1-I

        Escrever prosa é uma arte ingrata. Eu digo prosa fiada, como faz um cronista; não a prosa de um ficcionista, na qual este é levado meio a tapas pelas personagens e situações que, azar dele, criou porque quis. Com um prosador do cotidiano, a coisa fia mais fino. Senta-se ele diante de sua máquina, acende um cigarro, olha através da janela e busca fundo em sua imaginação um fato qualquer, em que possa injetar um sangue novo. Se nada houver, resta-lhe o recurso de olhar em torno e esperar que, através de um processo associativo, surja-lhe de repente a crônica, provinda dos fatos e feitos de sua vida. Ou então, em última instância, recorrer ao assunto da falta de assunto, já bastante gasto, mas do qual, no ato de escrever, pode surgir o inesperado. 

        Alguns fazem-no de maneira simples e direta, sem caprichar demais no estilo, mas enfeitando-o aqui e ali. Outros, de modo lento e elaborado, que o leitor deixa para mais tarde como um convite ao sono: a estes se lê como quem mastiga com prazer grandes bolas de chicletes. Outros, ainda, “tacam peito” na máquina e cumprem o dever cotidiano da crônica, numa atitude ou-vai-ou-racha. Há os eufóricos, cuja prosa procura sempre infundir vida e alegria em seus leitores, e há os tristes, que escrevem com o fito exclusivo de desanimar o gentio não só quanto à vida, como quanto à condição humana e às razões de viver. Há também os modestos, que ocultam cuidadosamente a própria personalidade atrás do que dizem e, em contrapartida, os vaidosos, que castigam no pronome na primeira pessoa e colocam-se geralmente como a personagem principal de todas as situações. Como se diz que é preciso um pouco de tudo para fazer um mundo, todos estes “marginais da imprensa”, por assim dizer, têm o seu papel a cumprir. Uns afagam vaidades, outros as espicaçam; estes são lidos por puro deleite, aqueles por puro vício. Mas uma coisa é certa: o público não dispensa a crônica.

Vinícius de Moraes. O exercício da crônica. Para viver um grande amor.
São Paulo: Companhia das Letras, 2010 (com adaptações)
No segundo período do primeiro parágrafo do texto 12A1-I, por meio da forma verbal “digo”, o autor do texto enuncia
Alternativas
Q3825696
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-SE Prova: CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825696 Inglês
Text 11A2-II

        The production of the BNCC (Base Nacional Comum Curricular) gave rise to a series of discussions on the role of school systems in Brazil. A number of educators and researchers expressed their concerns about the homogenizing perspective reflected and refracted by the document. In other words, in a country as socially and culturally diverse as Brazil is, how might an educational instrument outline “essential types of knowledge” for students, irrespective of their personal, regional, and local specificities?

        On the other hand, the document also incorporates a discourse which values peripheral contributions. In doing so, it adopts a more overtly progressive tone, which accentuates the importance of diversity. Szundy, in her examination of the BNCC’s English Language component, underscores how the document subscribes to the notion of ideological literacy. The author believes that the BNCC’s introduction of an intercultural axis brings the document closer to an ideological stance which “understands languages as resources that put us in contact with otherness, with plural and equally valid ways of being and of being in the world.” A bit further, the author argues that “BNCC may urge us to situate teaching within the realm of decolonial practices”.

        We could be led to think that BNCC, by laying emphasis on the situated nature of learners’ knowledge, reinforces democratic ideals and seeks to promote unrestricted access to critical education. This interpretation, albeit problematic, seems less harmful than the enunciation of universal, “essential knowledge.” However, it is also Szundy who, in her analysis of the competences and skills associated with the teaching of English in the Brazilian 6th grade, encounters an autonomous view of reading: “The use of verbs such as formulate, identify and locate in these three reading skills is at odds with the formative and political understanding of the English language found in the component’s introduction, as well as with the document’s overall apprehension of the lingua franca concept (…)”.

        BNCC’s discursive and ideological diversity refracts a myriad of epistemological and axiological contradictions, illuminating a clash between ideological systems. Amidst such conflicts, however, we may find openings for the creation of new curricula. This point is repeatedly made in Szundy’s analysis as she dwells on the skills and competences outlined by the BNCC for the 9th grade in Middle Education. In such descriptors, the use of verbs such as debate, analyse and discuss could suggest the development of more critical and political linguistic practices. Yet, in Szundy’s own words: “In BNCC, the English language’s status as a lingua franca (…) is designed to assist students in developing the skills and competences they need to become selfentrepreneurs and to participate in the global world without ever calling its macro and micro structures into question; without ever examining how these very structures operate to keep huge swaths of the population at bay, deprived of any access to the commodities of an utopian global village.”

        BNCC, a normative document, prescribes a conditioning of students’ reading practices. The underlying pedagogical conception assumes the existence of a Cartesian reader, equipped with enough autonomy to identify the precise routes laid down by authors, as if fruition automatically conferred such abilities. This project is incongruous with the nature of language itself, i.e., with the fact that meaning emerges through socially and historically situated contact with otherness (even when that otherness is materialized in texts). Here, the notion of ideological sign comes in handy once more, since meanings only arise in concrete communicative situations, where they are imbued with existing social values.

Internet:  <doi.org> (adapted).
In text 11A2-II, the BNCC’s pedagogical conception is criticized for assuming the existence of a “Cartesian reader.” It is correct to conclude from the text that the key characteristic of this idealized reader is
Alternativas
Q3825695
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-SE Prova: CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825695 Inglês
Text 11A2-II

        The production of the BNCC (Base Nacional Comum Curricular) gave rise to a series of discussions on the role of school systems in Brazil. A number of educators and researchers expressed their concerns about the homogenizing perspective reflected and refracted by the document. In other words, in a country as socially and culturally diverse as Brazil is, how might an educational instrument outline “essential types of knowledge” for students, irrespective of their personal, regional, and local specificities?

        On the other hand, the document also incorporates a discourse which values peripheral contributions. In doing so, it adopts a more overtly progressive tone, which accentuates the importance of diversity. Szundy, in her examination of the BNCC’s English Language component, underscores how the document subscribes to the notion of ideological literacy. The author believes that the BNCC’s introduction of an intercultural axis brings the document closer to an ideological stance which “understands languages as resources that put us in contact with otherness, with plural and equally valid ways of being and of being in the world.” A bit further, the author argues that “BNCC may urge us to situate teaching within the realm of decolonial practices”.

        We could be led to think that BNCC, by laying emphasis on the situated nature of learners’ knowledge, reinforces democratic ideals and seeks to promote unrestricted access to critical education. This interpretation, albeit problematic, seems less harmful than the enunciation of universal, “essential knowledge.” However, it is also Szundy who, in her analysis of the competences and skills associated with the teaching of English in the Brazilian 6th grade, encounters an autonomous view of reading: “The use of verbs such as formulate, identify and locate in these three reading skills is at odds with the formative and political understanding of the English language found in the component’s introduction, as well as with the document’s overall apprehension of the lingua franca concept (…)”.

        BNCC’s discursive and ideological diversity refracts a myriad of epistemological and axiological contradictions, illuminating a clash between ideological systems. Amidst such conflicts, however, we may find openings for the creation of new curricula. This point is repeatedly made in Szundy’s analysis as she dwells on the skills and competences outlined by the BNCC for the 9th grade in Middle Education. In such descriptors, the use of verbs such as debate, analyse and discuss could suggest the development of more critical and political linguistic practices. Yet, in Szundy’s own words: “In BNCC, the English language’s status as a lingua franca (…) is designed to assist students in developing the skills and competences they need to become selfentrepreneurs and to participate in the global world without ever calling its macro and micro structures into question; without ever examining how these very structures operate to keep huge swaths of the population at bay, deprived of any access to the commodities of an utopian global village.”

        BNCC, a normative document, prescribes a conditioning of students’ reading practices. The underlying pedagogical conception assumes the existence of a Cartesian reader, equipped with enough autonomy to identify the precise routes laid down by authors, as if fruition automatically conferred such abilities. This project is incongruous with the nature of language itself, i.e., with the fact that meaning emerges through socially and historically situated contact with otherness (even when that otherness is materialized in texts). Here, the notion of ideological sign comes in handy once more, since meanings only arise in concrete communicative situations, where they are imbued with existing social values.

Internet:  <doi.org> (adapted).
In the fourth paragraph of text 11A2-II, Szundy argues that there is an aspect in the BNCC English language component that incites students to become independent entrepreneurs while ignoring the underlying social structures that foster inequality. That aspect, according to Szundy, is the
Alternativas
Q3825694
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-SE Prova: CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825694 Inglês
Text 11A2-II

        The production of the BNCC (Base Nacional Comum Curricular) gave rise to a series of discussions on the role of school systems in Brazil. A number of educators and researchers expressed their concerns about the homogenizing perspective reflected and refracted by the document. In other words, in a country as socially and culturally diverse as Brazil is, how might an educational instrument outline “essential types of knowledge” for students, irrespective of their personal, regional, and local specificities?

        On the other hand, the document also incorporates a discourse which values peripheral contributions. In doing so, it adopts a more overtly progressive tone, which accentuates the importance of diversity. Szundy, in her examination of the BNCC’s English Language component, underscores how the document subscribes to the notion of ideological literacy. The author believes that the BNCC’s introduction of an intercultural axis brings the document closer to an ideological stance which “understands languages as resources that put us in contact with otherness, with plural and equally valid ways of being and of being in the world.” A bit further, the author argues that “BNCC may urge us to situate teaching within the realm of decolonial practices”.

        We could be led to think that BNCC, by laying emphasis on the situated nature of learners’ knowledge, reinforces democratic ideals and seeks to promote unrestricted access to critical education. This interpretation, albeit problematic, seems less harmful than the enunciation of universal, “essential knowledge.” However, it is also Szundy who, in her analysis of the competences and skills associated with the teaching of English in the Brazilian 6th grade, encounters an autonomous view of reading: “The use of verbs such as formulate, identify and locate in these three reading skills is at odds with the formative and political understanding of the English language found in the component’s introduction, as well as with the document’s overall apprehension of the lingua franca concept (…)”.

        BNCC’s discursive and ideological diversity refracts a myriad of epistemological and axiological contradictions, illuminating a clash between ideological systems. Amidst such conflicts, however, we may find openings for the creation of new curricula. This point is repeatedly made in Szundy’s analysis as she dwells on the skills and competences outlined by the BNCC for the 9th grade in Middle Education. In such descriptors, the use of verbs such as debate, analyse and discuss could suggest the development of more critical and political linguistic practices. Yet, in Szundy’s own words: “In BNCC, the English language’s status as a lingua franca (…) is designed to assist students in developing the skills and competences they need to become selfentrepreneurs and to participate in the global world without ever calling its macro and micro structures into question; without ever examining how these very structures operate to keep huge swaths of the population at bay, deprived of any access to the commodities of an utopian global village.”

        BNCC, a normative document, prescribes a conditioning of students’ reading practices. The underlying pedagogical conception assumes the existence of a Cartesian reader, equipped with enough autonomy to identify the precise routes laid down by authors, as if fruition automatically conferred such abilities. This project is incongruous with the nature of language itself, i.e., with the fact that meaning emerges through socially and historically situated contact with otherness (even when that otherness is materialized in texts). Here, the notion of ideological sign comes in handy once more, since meanings only arise in concrete communicative situations, where they are imbued with existing social values.

Internet:  <doi.org> (adapted).
According to text 11A2-II, the key contradiction Szundy finds in the BNCC’s English language component, particularly in 6th grade skills, is
Alternativas
Q3825693
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-SE Prova: CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825693 Inglês
Text 11A2-II

        The production of the BNCC (Base Nacional Comum Curricular) gave rise to a series of discussions on the role of school systems in Brazil. A number of educators and researchers expressed their concerns about the homogenizing perspective reflected and refracted by the document. In other words, in a country as socially and culturally diverse as Brazil is, how might an educational instrument outline “essential types of knowledge” for students, irrespective of their personal, regional, and local specificities?

        On the other hand, the document also incorporates a discourse which values peripheral contributions. In doing so, it adopts a more overtly progressive tone, which accentuates the importance of diversity. Szundy, in her examination of the BNCC’s English Language component, underscores how the document subscribes to the notion of ideological literacy. The author believes that the BNCC’s introduction of an intercultural axis brings the document closer to an ideological stance which “understands languages as resources that put us in contact with otherness, with plural and equally valid ways of being and of being in the world.” A bit further, the author argues that “BNCC may urge us to situate teaching within the realm of decolonial practices”.

        We could be led to think that BNCC, by laying emphasis on the situated nature of learners’ knowledge, reinforces democratic ideals and seeks to promote unrestricted access to critical education. This interpretation, albeit problematic, seems less harmful than the enunciation of universal, “essential knowledge.” However, it is also Szundy who, in her analysis of the competences and skills associated with the teaching of English in the Brazilian 6th grade, encounters an autonomous view of reading: “The use of verbs such as formulate, identify and locate in these three reading skills is at odds with the formative and political understanding of the English language found in the component’s introduction, as well as with the document’s overall apprehension of the lingua franca concept (…)”.

        BNCC’s discursive and ideological diversity refracts a myriad of epistemological and axiological contradictions, illuminating a clash between ideological systems. Amidst such conflicts, however, we may find openings for the creation of new curricula. This point is repeatedly made in Szundy’s analysis as she dwells on the skills and competences outlined by the BNCC for the 9th grade in Middle Education. In such descriptors, the use of verbs such as debate, analyse and discuss could suggest the development of more critical and political linguistic practices. Yet, in Szundy’s own words: “In BNCC, the English language’s status as a lingua franca (…) is designed to assist students in developing the skills and competences they need to become selfentrepreneurs and to participate in the global world without ever calling its macro and micro structures into question; without ever examining how these very structures operate to keep huge swaths of the population at bay, deprived of any access to the commodities of an utopian global village.”

        BNCC, a normative document, prescribes a conditioning of students’ reading practices. The underlying pedagogical conception assumes the existence of a Cartesian reader, equipped with enough autonomy to identify the precise routes laid down by authors, as if fruition automatically conferred such abilities. This project is incongruous with the nature of language itself, i.e., with the fact that meaning emerges through socially and historically situated contact with otherness (even when that otherness is materialized in texts). Here, the notion of ideological sign comes in handy once more, since meanings only arise in concrete communicative situations, where they are imbued with existing social values.

Internet:  <doi.org> (adapted).
According to text 11A2-II, the BNCC’s inclusion of an intercultural axis, which values plural ways of being in the world, is viewed by Szundy as a feature that
Alternativas
Q3825692
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-SE Prova: CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825692 Inglês
Text 11A2-II

        The production of the BNCC (Base Nacional Comum Curricular) gave rise to a series of discussions on the role of school systems in Brazil. A number of educators and researchers expressed their concerns about the homogenizing perspective reflected and refracted by the document. In other words, in a country as socially and culturally diverse as Brazil is, how might an educational instrument outline “essential types of knowledge” for students, irrespective of their personal, regional, and local specificities?

        On the other hand, the document also incorporates a discourse which values peripheral contributions. In doing so, it adopts a more overtly progressive tone, which accentuates the importance of diversity. Szundy, in her examination of the BNCC’s English Language component, underscores how the document subscribes to the notion of ideological literacy. The author believes that the BNCC’s introduction of an intercultural axis brings the document closer to an ideological stance which “understands languages as resources that put us in contact with otherness, with plural and equally valid ways of being and of being in the world.” A bit further, the author argues that “BNCC may urge us to situate teaching within the realm of decolonial practices”.

        We could be led to think that BNCC, by laying emphasis on the situated nature of learners’ knowledge, reinforces democratic ideals and seeks to promote unrestricted access to critical education. This interpretation, albeit problematic, seems less harmful than the enunciation of universal, “essential knowledge.” However, it is also Szundy who, in her analysis of the competences and skills associated with the teaching of English in the Brazilian 6th grade, encounters an autonomous view of reading: “The use of verbs such as formulate, identify and locate in these three reading skills is at odds with the formative and political understanding of the English language found in the component’s introduction, as well as with the document’s overall apprehension of the lingua franca concept (…)”.

        BNCC’s discursive and ideological diversity refracts a myriad of epistemological and axiological contradictions, illuminating a clash between ideological systems. Amidst such conflicts, however, we may find openings for the creation of new curricula. This point is repeatedly made in Szundy’s analysis as she dwells on the skills and competences outlined by the BNCC for the 9th grade in Middle Education. In such descriptors, the use of verbs such as debate, analyse and discuss could suggest the development of more critical and political linguistic practices. Yet, in Szundy’s own words: “In BNCC, the English language’s status as a lingua franca (…) is designed to assist students in developing the skills and competences they need to become selfentrepreneurs and to participate in the global world without ever calling its macro and micro structures into question; without ever examining how these very structures operate to keep huge swaths of the population at bay, deprived of any access to the commodities of an utopian global village.”

        BNCC, a normative document, prescribes a conditioning of students’ reading practices. The underlying pedagogical conception assumes the existence of a Cartesian reader, equipped with enough autonomy to identify the precise routes laid down by authors, as if fruition automatically conferred such abilities. This project is incongruous with the nature of language itself, i.e., with the fact that meaning emerges through socially and historically situated contact with otherness (even when that otherness is materialized in texts). Here, the notion of ideological sign comes in handy once more, since meanings only arise in concrete communicative situations, where they are imbued with existing social values.

Internet:  <doi.org> (adapted).
According to the first paragraph of text 11A2-II, educators and researchers’ concern about the BNCC is that it reflects a
Alternativas
Q3825691
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-SE Prova: CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825691 Inglês
Text 11A2-I

        The exploration of bilingual education in Brazil reveals a landscape filled with significant challenges and promising possibilities. Inequalities between private institutions and the public sector perpetuate socioeconomic gaps and limited access to it.

        Despite the increasing presence of bilingual education, many programs continue to operate under a monolingual mindset that emphasizes strict separation between languages and prioritizes linguistic accuracy over communicative practices. This perspective limits students’ opportunities to engage dynamically with multiple languages and hinders their development of linguistic mobility. To move beyond these limitations, it is crucial to foster intercultural competences. To do so, creating spaces where students can appreciate and interact with cultural and linguistic diversity becomes essential.

        Central to this discussion is the concept of “funds of perezhivanie”, which integrates various theoretical and practical elements, encompassing experiences, knowledge, potentials, values, and emotions of individuals or groups accumulated throughout their lives. By recognizing these diverse experiences, educators can create a more inclusive and responsive educational environment that values the cultural and experiential diversity of students.

        The concept of “interculturality” is also significant for our context. By exploring strategies for intercultural education, we conceive bilingual education as a possibility for the formation of subjects with an intercultural stance and with greater willingness and knowledge to face the inequalities imposed by our society. Crafting bilingual identities, in this sense, means forging spaces for the construction of intercultural and critical curricula. So interculturality, from the perspective we adopt, is not a theoretical position or a dialogue between cultures or philosophical traditions but a “position” or “disposition,” a “way of life”. An attitude of willingness to live “our” identity references in relation to “others” that opens the human experience toward a process of relearning and of cultural and contextual relocation, which allows us to perceive cultural illiteracies.

        This leads us to the second challenge faced by public bilingual schools that can contribute to the formation of empowered and agentive global citizens: the need to move toward heteroglossic perspectives.

        Heteroglossia is here understood in a broad sense, drawing on Bakhtin’s view of language as inherently plural, layered, and dynamic. According to Busch, this concept encompasses three interrelated dimensions: 1) Multidiscursivity refers to the coexistence of distinct speech types or discourses associated with particular social spheres, time periods, professions, or communities; 2) Multivoicedness highlights the presence of diverse individual voices within these discursive spaces. Every utterance is situated on the boundary between self and other and becomes meaningful only when appropriated and reaccentuated by the speaker; and 3) Linguistic diversity points to the multiplicity of languages and language varieties shaped by social differentiation.

        Framing bilingual education through heteroglossic lenses challenges dominant monolingual and homogenizing ideologies. It invites schools to cultivate spaces where varied discourses, voices, and languages can coexist, interact, and contribute to the construction of knowledge.

Internet: <jstor.org/stable>  (adapted).
According to the sixth paragraph of text 11A2-I, the concept of multivoicedness specifically highlights an aspect of language within discursive spaces. That aspect is the
Alternativas
Q3825690
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-SE Prova: CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825690 Inglês
Text 11A2-I

        The exploration of bilingual education in Brazil reveals a landscape filled with significant challenges and promising possibilities. Inequalities between private institutions and the public sector perpetuate socioeconomic gaps and limited access to it.

        Despite the increasing presence of bilingual education, many programs continue to operate under a monolingual mindset that emphasizes strict separation between languages and prioritizes linguistic accuracy over communicative practices. This perspective limits students’ opportunities to engage dynamically with multiple languages and hinders their development of linguistic mobility. To move beyond these limitations, it is crucial to foster intercultural competences. To do so, creating spaces where students can appreciate and interact with cultural and linguistic diversity becomes essential.

        Central to this discussion is the concept of “funds of perezhivanie”, which integrates various theoretical and practical elements, encompassing experiences, knowledge, potentials, values, and emotions of individuals or groups accumulated throughout their lives. By recognizing these diverse experiences, educators can create a more inclusive and responsive educational environment that values the cultural and experiential diversity of students.

        The concept of “interculturality” is also significant for our context. By exploring strategies for intercultural education, we conceive bilingual education as a possibility for the formation of subjects with an intercultural stance and with greater willingness and knowledge to face the inequalities imposed by our society. Crafting bilingual identities, in this sense, means forging spaces for the construction of intercultural and critical curricula. So interculturality, from the perspective we adopt, is not a theoretical position or a dialogue between cultures or philosophical traditions but a “position” or “disposition,” a “way of life”. An attitude of willingness to live “our” identity references in relation to “others” that opens the human experience toward a process of relearning and of cultural and contextual relocation, which allows us to perceive cultural illiteracies.

        This leads us to the second challenge faced by public bilingual schools that can contribute to the formation of empowered and agentive global citizens: the need to move toward heteroglossic perspectives.

        Heteroglossia is here understood in a broad sense, drawing on Bakhtin’s view of language as inherently plural, layered, and dynamic. According to Busch, this concept encompasses three interrelated dimensions: 1) Multidiscursivity refers to the coexistence of distinct speech types or discourses associated with particular social spheres, time periods, professions, or communities; 2) Multivoicedness highlights the presence of diverse individual voices within these discursive spaces. Every utterance is situated on the boundary between self and other and becomes meaningful only when appropriated and reaccentuated by the speaker; and 3) Linguistic diversity points to the multiplicity of languages and language varieties shaped by social differentiation.

        Framing bilingual education through heteroglossic lenses challenges dominant monolingual and homogenizing ideologies. It invites schools to cultivate spaces where varied discourses, voices, and languages can coexist, interact, and contribute to the construction of knowledge.

Internet: <jstor.org/stable>  (adapted).
Based on text 11A2-I, choose the option that presents the dimension of heteroglossia that refers to the coexistence of different speech types or discourses associated with particular social spheres.
Alternativas
Q3825688
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-SE Prova: CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825688 Inglês
Text 11A2-I

        The exploration of bilingual education in Brazil reveals a landscape filled with significant challenges and promising possibilities. Inequalities between private institutions and the public sector perpetuate socioeconomic gaps and limited access to it.

        Despite the increasing presence of bilingual education, many programs continue to operate under a monolingual mindset that emphasizes strict separation between languages and prioritizes linguistic accuracy over communicative practices. This perspective limits students’ opportunities to engage dynamically with multiple languages and hinders their development of linguistic mobility. To move beyond these limitations, it is crucial to foster intercultural competences. To do so, creating spaces where students can appreciate and interact with cultural and linguistic diversity becomes essential.

        Central to this discussion is the concept of “funds of perezhivanie”, which integrates various theoretical and practical elements, encompassing experiences, knowledge, potentials, values, and emotions of individuals or groups accumulated throughout their lives. By recognizing these diverse experiences, educators can create a more inclusive and responsive educational environment that values the cultural and experiential diversity of students.

        The concept of “interculturality” is also significant for our context. By exploring strategies for intercultural education, we conceive bilingual education as a possibility for the formation of subjects with an intercultural stance and with greater willingness and knowledge to face the inequalities imposed by our society. Crafting bilingual identities, in this sense, means forging spaces for the construction of intercultural and critical curricula. So interculturality, from the perspective we adopt, is not a theoretical position or a dialogue between cultures or philosophical traditions but a “position” or “disposition,” a “way of life”. An attitude of willingness to live “our” identity references in relation to “others” that opens the human experience toward a process of relearning and of cultural and contextual relocation, which allows us to perceive cultural illiteracies.

        This leads us to the second challenge faced by public bilingual schools that can contribute to the formation of empowered and agentive global citizens: the need to move toward heteroglossic perspectives.

        Heteroglossia is here understood in a broad sense, drawing on Bakhtin’s view of language as inherently plural, layered, and dynamic. According to Busch, this concept encompasses three interrelated dimensions: 1) Multidiscursivity refers to the coexistence of distinct speech types or discourses associated with particular social spheres, time periods, professions, or communities; 2) Multivoicedness highlights the presence of diverse individual voices within these discursive spaces. Every utterance is situated on the boundary between self and other and becomes meaningful only when appropriated and reaccentuated by the speaker; and 3) Linguistic diversity points to the multiplicity of languages and language varieties shaped by social differentiation.

        Framing bilingual education through heteroglossic lenses challenges dominant monolingual and homogenizing ideologies. It invites schools to cultivate spaces where varied discourses, voices, and languages can coexist, interact, and contribute to the construction of knowledge.

Internet: <jstor.org/stable>  (adapted).
It is correct to conclude from text 11A2-I that “the concept of ‘funds of perezhivanie’” (first sentence of the third paragraph) encourages educators in bilingual education to recognize and value
Alternativas
Q3825687
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-SE Prova: CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825687 Inglês
Text 11A2-I

        The exploration of bilingual education in Brazil reveals a landscape filled with significant challenges and promising possibilities. Inequalities between private institutions and the public sector perpetuate socioeconomic gaps and limited access to it.

        Despite the increasing presence of bilingual education, many programs continue to operate under a monolingual mindset that emphasizes strict separation between languages and prioritizes linguistic accuracy over communicative practices. This perspective limits students’ opportunities to engage dynamically with multiple languages and hinders their development of linguistic mobility. To move beyond these limitations, it is crucial to foster intercultural competences. To do so, creating spaces where students can appreciate and interact with cultural and linguistic diversity becomes essential.

        Central to this discussion is the concept of “funds of perezhivanie”, which integrates various theoretical and practical elements, encompassing experiences, knowledge, potentials, values, and emotions of individuals or groups accumulated throughout their lives. By recognizing these diverse experiences, educators can create a more inclusive and responsive educational environment that values the cultural and experiential diversity of students.

        The concept of “interculturality” is also significant for our context. By exploring strategies for intercultural education, we conceive bilingual education as a possibility for the formation of subjects with an intercultural stance and with greater willingness and knowledge to face the inequalities imposed by our society. Crafting bilingual identities, in this sense, means forging spaces for the construction of intercultural and critical curricula. So interculturality, from the perspective we adopt, is not a theoretical position or a dialogue between cultures or philosophical traditions but a “position” or “disposition,” a “way of life”. An attitude of willingness to live “our” identity references in relation to “others” that opens the human experience toward a process of relearning and of cultural and contextual relocation, which allows us to perceive cultural illiteracies.

        This leads us to the second challenge faced by public bilingual schools that can contribute to the formation of empowered and agentive global citizens: the need to move toward heteroglossic perspectives.

        Heteroglossia is here understood in a broad sense, drawing on Bakhtin’s view of language as inherently plural, layered, and dynamic. According to Busch, this concept encompasses three interrelated dimensions: 1) Multidiscursivity refers to the coexistence of distinct speech types or discourses associated with particular social spheres, time periods, professions, or communities; 2) Multivoicedness highlights the presence of diverse individual voices within these discursive spaces. Every utterance is situated on the boundary between self and other and becomes meaningful only when appropriated and reaccentuated by the speaker; and 3) Linguistic diversity points to the multiplicity of languages and language varieties shaped by social differentiation.

        Framing bilingual education through heteroglossic lenses challenges dominant monolingual and homogenizing ideologies. It invites schools to cultivate spaces where varied discourses, voices, and languages can coexist, interact, and contribute to the construction of knowledge.

Internet: <jstor.org/stable>  (adapted).
Considering text 11A2-I, choose the option that presents a major negative feature of the “monolingual mindset” (first sentence of the second paragraph) often found in current Brazilian bilingual programs.
Alternativas
Q3825686
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-SE Prova: CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825686 Inglês
        In July, colleagues in Ecuador shared how the coronavirus pandemic affected teaching in the country and how students adapted. They also showed how rooting a course in the local context increases learner engagement.

        Learners in Ecuador take English from first grade, but disconnection from the language and culture can reduce engagement.

         Lester Pereddo examined the effects of covid-19 on teaching English in Ecuador, identifying barriers such as the depressed economy, poor internet in rural highlands, work obligations at home, and lack of devices. These challenges reflected local realities, and Lester shared lessons and suggestions for teachers.

Catherine Rayson. Local contexts can make a difference in learning and adapting.
September 10th, 2021. Internet:<https://www.cambridge.org>  (adapted). 
Considering the challenges described by Lester Pereddo in the previous text, choose the option that presents a correct inference about the access to English learning during the coronavirus pandemic.
Alternativas
Q3825685
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-SE Prova: CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825685 Inglês

Text 11A1-IV


The more that you read, the more things you will know.

The more that you learn, the more places you’ll go.

Dr. Seuss. I can read with my eyes shut! New York: Random House, 1987.

The comparative construction used in both sentences of text 11A1-IV
Alternativas
Q3825684
Inglês Análise sintática | Syntax Parsing ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-SE Prova: CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825684 Inglês

Text 11A1-IV


The more that you read, the more things you will know.

The more that you learn, the more places you’ll go.

Dr. Seuss. I can read with my eyes shut! New York: Random House, 1987.

Considering text 11A1-IV, which presents a famous Dr. Seuss quote, choose the correct option regarding the grammatical class of the words “know” and “go”.
Alternativas
Q3825679
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: CESPE / CEBRASPE Órgão: SEDUC-SE Prova: CESPE / CEBRASPE - 2026 - SEDUC-SE - Professor de Educação Básica - Área de Atuação: Grupo I - Ensino Fundamental e Médio - Disciplina: Língua Inglesa |
Q3825679 Inglês
Text 11A1-I

        “Newspeak,” the “official language of Oceania” in the novel 1984, comes from “new speak” and was created to supersede “Oldspeak,” or Standard English. Newspeak isn’t just buzzwords, but the deliberate replacement of one set of words in the language for another. Its transition, expected to be completed “by about the year 2050,” appears not through history or social change, but through the will of the Party. The purpose of Newspeak was not only to provide a medium of expression for the world-view and mental habits proper to the devotees of Ingsoc, but also to make all other modes of thought impossible.

         Orwell discusses the “perfected” form of Newspeak, with grammatical “peculiarities,” such as “an almost complete interchangeability between different parts of speech.” Its vocabulary is divided into the A, B, and C classes. The A class contains “everyday life” words mutated with prefixes and intensifiers like “uncold,” “pluscold,” and “doublepluscold.” The B class contains doublethink coinages like “joycamp” and “Minipax,” similar to “the characteristic features of political language (…) in totalitarian countries.” The citizens of Oceania must have “an outlook” shaped by these restricted words; even sexual life was regulated by “sexcrime” and “goodsex.”

        The C class “consisted entirely of scientific and technical terms,” defined rigidly and stripped of meanings. There was no vocabulary for science as a habit of mind; any meaning it could bear was “already sufficiently covered by the word Ingsoc.” This linguistic control made translating the past nearly impossible. “All mans are equal” could exist only as “a palpable untruth,” and Jefferson’s preamble could only be swallowed by the single word “crimethink.”

        The phrase “alternative facts” could fit easily into the “Newspeak Dictionary,” showing how such language can sink into discourse and become Newspeak itself.

Josh Jones. George Orwell Explains How “Newspeak” Works,
the Official Language of His Totalitarian Dystopia in 1984.
January 25th, 2017. Internet:https://www.openculture.com>  (adapted). 
Based on text 11A1-I, choose the option that most accurately reflects a logical consequence of the linguistic policy imposed on the citizens of Oceania.
Alternativas
Respostas
2521: E
2522: B
2523: E
2524: D
2525: E
2526: E
2527: A
2528: B
2529: C
2530: A
2531: B
2532: D
2533: A
2534: D
2535: B
2536: B
2537: B
2538: C
2539: C
2540: B
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