Foram encontradas 70.220 questões
Resolva questões gratuitamente!
Junte-se a mais de 4 milhões de concurseiros!
TEXT 4
Education is one of the most powerful tools for personal and social transformation. It helps people develop critical thinking, improve communication skills, and prepare for professional opportunities. However, education is not limited to schools and universities. Learning can happen in many different places, such as at home, in the workplace, or through life experiences.
Technology has also changed the way people learn. Online courses, educational apps, and virtual classrooms have made knowledge more accessible to students around the world. Although digital learning offers flexibility, it also requires discipline and responsibility from learners.
Teachers continue to play an essential role in this process. They do more than transmit information; they inspire, guide, and help students become active participants in society. A good education system depends not only on resources and technology but also on committed educators and engaged students.
TEXT 4
Education is one of the most powerful tools for personal and social transformation. It helps people develop critical thinking, improve communication skills, and prepare for professional opportunities. However, education is not limited to schools and universities. Learning can happen in many different places, such as at home, in the workplace, or through life experiences.
Technology has also changed the way people learn. Online courses, educational apps, and virtual classrooms have made knowledge more accessible to students around the world. Although digital learning offers flexibility, it also requires discipline and responsibility from learners.
Teachers continue to play an essential role in this process. They do more than transmit information; they inspire, guide, and help students become active participants in society. A good education system depends not only on resources and technology but also on committed educators and engaged students.
TEXT 3
Inclusive education means ensuring that all students, regardless of physical, intellectual, social, or emotional differences, have equal opportunities to learn. It is based on the idea that diversity should be respected and valued in the classroom.
Teachers working in inclusive environments need preparation, empathy, and flexibility. Adapting teaching strategies is essential so that every student can participate meaningfully. Inclusion is not simply placing students in the same room, but creating real opportunities for learning.
Although inclusive education presents challenges, it benefits the entire school community by promoting respect, cooperation, and social justice.
TEXT 3
Inclusive education means ensuring that all students, regardless of physical, intellectual, social, or emotional differences, have equal opportunities to learn. It is based on the idea that diversity should be respected and valued in the classroom.
Teachers working in inclusive environments need preparation, empathy, and flexibility. Adapting teaching strategies is essential so that every student can participate meaningfully. Inclusion is not simply placing students in the same room, but creating real opportunities for learning.
Although inclusive education presents challenges, it benefits the entire school community by promoting respect, cooperation, and social justice.
TEXT 3
Inclusive education means ensuring that all students, regardless of physical, intellectual, social, or emotional differences, have equal opportunities to learn. It is based on the idea that diversity should be respected and valued in the classroom.
Teachers working in inclusive environments need preparation, empathy, and flexibility. Adapting teaching strategies is essential so that every student can participate meaningfully. Inclusion is not simply placing students in the same room, but creating real opportunities for learning.
Although inclusive education presents challenges, it benefits the entire school community by promoting respect, cooperation, and social justice.
TEXT 3
Inclusive education means ensuring that all students, regardless of physical, intellectual, social, or emotional differences, have equal opportunities to learn. It is based on the idea that diversity should be respected and valued in the classroom.
Teachers working in inclusive environments need preparation, empathy, and flexibility. Adapting teaching strategies is essential so that every student can participate meaningfully. Inclusion is not simply placing students in the same room, but creating real opportunities for learning.
Although inclusive education presents challenges, it benefits the entire school community by promoting respect, cooperation, and social justice.
TEXT 2
Reading habits among children have changed significantly over the last decade. Many students now spend more time on screens than with printed books. While digital reading platforms can offer convenience and interactive features, they may also reduce concentration and deep comprehension.
Teachers and parents are encouraged to promote balanced reading habits by combining traditional books with digital resources. Creating reading routines at home and in school can help children develop stronger vocabulary, imagination, and critical thinking.
Encouraging reading should not be seen as an obligation alone, but as an opportunity for discovery and pleasure. When students associate reading with positive experiences, they are more likely to become lifelong readers.
TEXT 2
Reading habits among children have changed significantly over the last decade. Many students now spend more time on screens than with printed books. While digital reading platforms can offer convenience and interactive features, they may also reduce concentration and deep comprehension.
Teachers and parents are encouraged to promote balanced reading habits by combining traditional books with digital resources. Creating reading routines at home and in school can help children develop stronger vocabulary, imagination, and critical thinking.
Encouraging reading should not be seen as an obligation alone, but as an opportunity for discovery and pleasure. When students associate reading with positive experiences, they are more likely to become lifelong readers.
TEXT 2
Reading habits among children have changed significantly over the last decade. Many students now spend more time on screens than with printed books. While digital reading platforms can offer convenience and interactive features, they may also reduce concentration and deep comprehension.
Teachers and parents are encouraged to promote balanced reading habits by combining traditional books with digital resources. Creating reading routines at home and in school can help children develop stronger vocabulary, imagination, and critical thinking.
Encouraging reading should not be seen as an obligation alone, but as an opportunity for discovery and pleasure. When students associate reading with positive experiences, they are more likely to become lifelong readers.
Assinale a alternativa INCORRETA acerca de suas características estruturais.
A crise do trabalho escravo no Segundo Reinado e o abolicionismo em Pernambuco
A partir da segunda metade do século XIX, o sistema escravista brasileiro entrou em uma crise estrutural, intensificada por transformações econômicas, pressões internacionais, mudanças no pensamento político liberal e pelo crescimento do movimento abolicionista. No contexto do Segundo Reinado, a escravidão passou a ser cada vez mais questionada, tanto por sua inviabilidade econômica quanto por seu caráter moralmente incompatível com os ideais de progresso e civilização difundidos no período.
Na província de Pernambuco, o abolicionismo ganhou força especialmente nas décadas de 1870 e 1880, articulando setores urbanos, intelectuais, jornalistas, estudantes e trabalhadores livres. Destacou-se nesse cenário o Clube do Cupim, organização que atuava de forma direta na desagregação prática do sistema escravista, promovendo fugas, comprando alforrias e incentivando a resistência dos escravizados. O nome “Cupim” simbolizava justamente a ideia de corroer a escravidão por dentro, enfraquecendo suas bases sociais e econômicas.
Paralelamente às ações locais, o movimento abolicionista brasileiro contou com lideranças de projeção nacional, entre as quais se destacou Joaquim Nabuco, pernambucano, intelectual e parlamentar. Nabuco defendia a abolição não apenas como medida jurídica, mas como um projeto de transformação social, argumentando que a escravidão comprometia o desenvolvimento político, econômico e moral do Brasil. Sua atuação combinou ação parlamentar, produção intelectual e articulação internacional, sendo central para a consolidação do abolicionismo como causa nacional.
Considerando a crise do trabalho escravo no Brasil a partir da segunda metade do século XIX, as ações do movimento abolicionista — incluindo iniciativas como o Clube do Cupim, em Pernambuco, e a atuação política de Joaquim Nabuco.
Considerando o processo de modernização econômica ocorrido no Brasil durante o Segundo Reinado, analise a relação entre a expansão da economia cafeeira (“ouro verde”) e o chamado primeiro surto industrial, associado à Era Mauá, no contexto do governo de Dom Pedro II.
Assinale a alternativa CORRETA.
“(...) Recife, enriquecida pelo comércio e pelo trato constante com a metrópole, já não se curvava diante da antiga nobreza rural de Olinda. O mascate, outrora desprezado, erguia-se agora soberbo, sustentado pelo ouro do tráfico e pela proteção régia. Dessa rivalidade surda nasceu o ódio, e do ódio a luta, que dividiu a capitania e inflamou os ânimos como se fora guerra entre nações inimigas(...).”
ALENCAR, José de. Crônica dos Tempos Coloniais. Rio de Janeiro: Garnier, 1876.
O excerto de Crônica dos Tempos Coloniais, ao tratar da Guerra dos Mascates (1710–1711), enfatiza as tensões entre diferentes grupos sociais no interior do sistema colonial português.
Considerando o contexto histórico do Brasil Colonial e a interpretação historiográfica sobre esse conflito, assinale a alternativa INCORRETA.
Leia o texto.
Ó mar salgado, quanto do teu sal
São lágrimas de Portugal!
Por te cruzarmos, quantas mães choraram,
Quantos filhos em vão rezaram!
Quantas noivas ficaram por casar
Para que fosses nosso, ó mar!
Valeu a pena? Tudo vale a pena
Se a alma não é pequena.
Quem quer passar além do Bojador
Tem que passar além da dor.
Deus ao mar o perigo e o abismo deu,
Mas nele é que espelhou o céu. (...)”
(Fernando Pessoa, Mensagem)
Os versos, pertencentes à obra Mensagem, mobilizam imagens simbólicas associadas às navegações portuguesas e à construção de uma memória histórica do passado nacional.
Considerando a relação entre literatura, História e identidade na interpretação desse poema, assinale a alternativa INCORRETA.
Leia o trecho a seguir:
“A data do ano mil e a célebre frase do monge Raul Glaber sobre a veste branca da Igreja com a qual se enfeita a cristandade assumem para muitos o valor de um símbolo: o de um reflorescimento após tempos difíceis e conturbados. De fato, as primeiras décadas do século XI veem a afirmação de um amplo movimento, desigual e mais ou menos precoce certamente, que afeta todas as regiões do Ocidente e lhes dá, às custas de esforços obstinados empreendidos, em seguida, durante séculos, um novo equilíbrio econômico e humano.”
(Jacques Heers, História Medieval)
Considerando o contexto de transformações do Ocidente europeu a partir do século XI e suas relações com o movimento das Cruzadas, assinale a alternativa CORRETA.
“Na sociedade feudal, o vínculo humano característico foi o elo entre subordinado e o chefe mais próximo. (…) A própria terra só parecia ser uma riqueza tão preciosa por permitir obter ‘homens’ remunerando-os.”
(Marc Bloch, A Sociedade Feudal)
A partir do texto e dos conhecimentos sobre a sociedade feudal europeia, assinale a alternativa que melhor expressa a lógica das relações sociais e políticas do Feudalismo.
“A Arábia, durante anos, viveu à margem do mundo antigo. A rapidez vertiginosa das conquistas não impediu a fraqueza relativa dos espaços ocupados. Demasiadamente extenso, o império árabe cedo se esfacelou, mas deixou as marcas da fé.”
LE GOFF, Jacques. A Civilização do Ocidente Medieval.
O excerto remete à formação do mundo islâmico e à singularidade de sua expansão durante a Idade Média. Considerando o objetivo central da pregação de Maomé no século VII e os processos históricos que explicam a expansão do Islã na Península Ibérica e na Europa medieval, assinale a alternativa CORRETA.
Conheça nossos planos