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O texto seguinte servirá de base para responder à questão.
Texto 1:
Antonieta de Barros, pseudônimo Maria da Ilha, nasceu em Florianópolis, Santa Catarina em 11 de junho de 1901, filha de Catarina e Rodolfo de Barros. Órfã de pai, foi criada pela mãe, uma lavadeira, de quem recebeu as primeiras lições de conduta e relacionamento humano. Marcada desde cedo pela pobreza, aprendeu a enfrentar as barreiras impostas pela origem humilde e pelo preconceito de cor. Sua mãe, escrava liberta, trabalhou como doméstica na casa do político Vidal Ramos, pai de Nereu Ramos, que viria a ser vice-presidente do Senado e chegou a assumir por dois meses a Presidência da República.
Aos cinco anos foi alfabetizada numa escola particular e dois anos mais tarde entrou no curso primário. Porém, não teve como prosseguir de imediato os estudos, conseguindo ingressar na Escola Normal apenas aos dezessete anos. Ali, deu asas ao sonho de educadora antes mesmo de concluir o magistério, já mantinha um curso primário de alfabetização, que tinha o seu nome: "Curso Particular Antonieta de Barros" (oficializado em 1922 e que funcionou até 1964). Em diversos discursos afirma que a educação é o caminho para o futuro: "Educar é ensinar os outros a viver; é iluminar caminhos alheios; é amparar debilitados, transformando-os em fortes; é mostrar as veredas, apontar as escaladas, possibilitando avançar, sem muletas e sem tropeços; é transportar às almas que o Senhor nos confiar, à força insuperável da Fé." Mas Antonieta de Barros não se limitou ao magistério; tornou-se oradora, jornalista, escritora e militante, com atuação na Liga do Magistério. Em 1934, ingressou na política através do Partido Liberal Catarinense, sendo a primeira mulher de seu Estado a se eleger para uma cadeira na Assembleia Legislativa. Enquanto presidiu trabalhos no Congresso Legislativo dedicou-se a propostas relacionadas ao magistério, entre elas a que institui o dia 15 de Outubro como o Dia do Professor.
(Disponível em: https://www.letras.ufmg.br/literafro/autoras/57-antonieta-de-barros. Acesso em 27 abr. 2026. Adaptado.)
Texto 2:
A multidão é, sempre, um ser acéfalo.
Age, levada pela onda de entusiasmo, ou de ódio, de alegria, cujo movimento tem princípio numa voz que, sempre, encontra eco.
Essa voz atua de repente e se transmite e domina a multidão, como se cada indivíduo fosse o elo de uma grande cadeia, junto do qual houvesse passado uma centelha.
Todo sentimento humano, quando transmitido ao povo, com a voz do coração, invade-lhe a alma, como o vento em casa de janelas escancaradas.
Reunidos pela curiosidade, os homens se agitam ao sabor das falas dos que vibram por um sentimento qualquer, e se tornam água do mesmo mar, raios oriundos de um só foco, iluminando ou destruindo segundo as vibrações do foco, donde emanam.
essas falas eletrizantes, possuídas de um entusiasmo gritante e comunicativo, arrastam a massa e fazem-na espoucar em gargalhadas ou vaias, bater palmas ou atirar pedradas.
cada um desses homens, capaz de se tornar incendiário, capaz dos maiores absurdos, é, isolado, um ser pacato que teme, as mais das vezes, um gesto desabrido, uma palavra menos polida.
Ninguém resiste ao horrível contágio das multidões.
E por isto, tão somente por isto, não se lhe pode crer nem no ódio que lhe arma o braço, nem na alegria que lhe rebenta em palmas e chuva de flores.
Maria da Ilha
(Folha Académica, 01 ago. 1929. Crônica.)
(Disponível em:
https://www.letras.ufmg.br/literafro/autoras/11-textos-dos-autores/2020-antonieta-de-barros-cronica-de-1929. Acesso em 26 abr. 2026.)
A partir da leitura da crônica e do texto biográfico, analise as sentenças:
I.Considerando a história de Antonieta de Barros, a declaração citada no texto biográfico e a crônica, observa-se coerência entre o discurso posto na crônica e a prática cotidiana da autora como cidadã.
II.Na crônica, Antonieta de Barros critica a hipnose da multidão: esta, envolvida pelo discurso de uma única voz, segue a essa voz sem questionar, sem refletir, tornando-se não apenas "massa de manobra", como também algo contagioso e perigoso.
III.A crônica, publicada há quase 100 anos, torna-se obsoleta para o trabalho de leitura literária na escola, uma vez que, tanto o conteúdo quanto a linguagem estão, historicamente, distantes da realidade dos estudantes. Entretanto, é possível desenvolver um trabalho de leitura com o objetivo de que os estudantes conheçam essa importante escritora da literatura catarinense e brasileira, assim como a seu contexto de publicação: o Brasil vivia a primeira fase do Modernismo, por exemplo.
É correto o que se afirma em:
O texto seguinte servirá de base para responder à questão.
Texto 1:
Antonieta de Barros, pseudônimo Maria da Ilha, nasceu em Florianópolis, Santa Catarina em 11 de junho de 1901, filha de Catarina e Rodolfo de Barros. Órfã de pai, foi criada pela mãe, uma lavadeira, de quem recebeu as primeiras lições de conduta e relacionamento humano. Marcada desde cedo pela pobreza, aprendeu a enfrentar as barreiras impostas pela origem humilde e pelo preconceito de cor. Sua mãe, escrava liberta, trabalhou como doméstica na casa do político Vidal Ramos, pai de Nereu Ramos, que viria a ser vice-presidente do Senado e chegou a assumir por dois meses a Presidência da República.
Aos cinco anos foi alfabetizada numa escola particular e dois anos mais tarde entrou no curso primário. Porém, não teve como prosseguir de imediato os estudos, conseguindo ingressar na Escola Normal apenas aos dezessete anos. Ali, deu asas ao sonho de educadora antes mesmo de concluir o magistério, já mantinha um curso primário de alfabetização, que tinha o seu nome: "Curso Particular Antonieta de Barros" (oficializado em 1922 e que funcionou até 1964). Em diversos discursos afirma que a educação é o caminho para o futuro: "Educar é ensinar os outros a viver; é iluminar caminhos alheios; é amparar debilitados, transformando-os em fortes; é mostrar as veredas, apontar as escaladas, possibilitando avançar, sem muletas e sem tropeços; é transportar às almas que o Senhor nos confiar, à força insuperável da Fé." Mas Antonieta de Barros não se limitou ao magistério; tornou-se oradora, jornalista, escritora e militante, com atuação na Liga do Magistério. Em 1934, ingressou na política através do Partido Liberal Catarinense, sendo a primeira mulher de seu Estado a se eleger para uma cadeira na Assembleia Legislativa. Enquanto presidiu trabalhos no Congresso Legislativo dedicou-se a propostas relacionadas ao magistério, entre elas a que institui o dia 15 de Outubro como o Dia do Professor.
(Disponível em: https://www.letras.ufmg.br/literafro/autoras/57-antonieta-de-barros. Acesso em 27 abr. 2026. Adaptado.)
Texto 2:
A multidão é, sempre, um ser acéfalo.
Age, levada pela onda de entusiasmo, ou de ódio, de alegria, cujo movimento tem princípio numa voz que, sempre, encontra eco.
Essa voz atua de repente e se transmite e domina a multidão, como se cada indivíduo fosse o elo de uma grande cadeia, junto do qual houvesse passado uma centelha.
Todo sentimento humano, quando transmitido ao povo, com a voz do coração, invade-lhe a alma, como o vento em casa de janelas escancaradas.
Reunidos pela curiosidade, os homens se agitam ao sabor das falas dos que vibram por um sentimento qualquer, e se tornam água do mesmo mar, raios oriundos de um só foco, iluminando ou destruindo segundo as vibrações do foco, donde emanam.
essas falas eletrizantes, possuídas de um entusiasmo gritante e comunicativo, arrastam a massa e fazem-na espoucar em gargalhadas ou vaias, bater palmas ou atirar pedradas.
cada um desses homens, capaz de se tornar incendiário, capaz dos maiores absurdos, é, isolado, um ser pacato que teme, as mais das vezes, um gesto desabrido, uma palavra menos polida.
Ninguém resiste ao horrível contágio das multidões.
E por isto, tão somente por isto, não se lhe pode crer nem no ódio que lhe arma o braço, nem na alegria que lhe rebenta em palmas e chuva de flores.
Maria da Ilha
(Folha Académica, 01 ago. 1929. Crônica.)
(Disponível em:
https://www.letras.ufmg.br/literafro/autoras/11-textos-dos-autores/2020-antonieta-de-barros-cronica-de-1929. Acesso em 26 abr. 2026.)
Modernism was the aesthetic and literary movement that followed Romanticism and Realism, and which found its aesthetic expression in the U.S. and England during the first half of the 20th century. It was based on a break with the aesthetic, ideological, cultural, and intellectual norms that had prevailed until then.
Which of the following English-language works is an example of modernist literature, according to the definition given above?
"Alice had no idea what to do, and in despair she put her hand in her pocket, and pulled out a box of comfits, (luckily the salt water had not got into it,) and handed them round as prizes. There was exactly one a-piece, all round."
Which alternative below corresponds to a verb and a noun, respectively?
In this regard, which alternative presents good pedagogical tools focused on such competence in the English language classroom?
The _____________ approach, initially proposed by the New London Group in the mid-1990s, goes beyond traditional reading and writing. It incorporates visual, digital, spatial, and cultural knowledge that reflect the complexity of modern communication. This approach highlights learner-centered environments that cultivate critical thinking, intercultural awareness, and digital competence.
Match the sentences according to the function of the words in bold:
Function:
1.Highlight key points or critical details.
2.Express information regarding location.
3.Express information regarding time.
Sentences:
A.You must not enter the forest. I'm being serious, you shouldn't enter it under any circumstance, because it is dangerous, John.
B.It is a bit too early for us to have breakfast at the office, is it not?
C.I didn't think he would be able to fit in there. The cave entrance is too narrow.
"There are only two kinds of people who are really fascinating: people who know absolutely everything, and people who know absolutely nothing".
"His aunt Polly stood surprised a moment, and then broke into a gentle laugh. 'Hang the boy, can't I never learn anything? Ain't he played me tricks enough like that for me to be looking out for him by this time ? But old fools is the biggest fools there is. Can't learn an old dog new tricks, as the saying is. But my goodness, he never plays them alike, two days, and how is a body to know what's coming?'"
The quote "Can't learn an old dog new tricks" is an idiom in English language and it means:
1."We had a hot supper on the occasion, graced by the inevitable roast fowl, and we had some flip to finish with. We were all very low, and none the higher for pretending to be in spirits." (Great Expectations, by Charles Dickens).
2."The surgeon deposited it in her arms. She imprinted her cold white lips passionately on its forehead; passed her hands over her face; gazed wildly round; shuddered; fell back-- and died. They chafed her breast, hands, and temples; but the blood had stopped forever". (Oliver Twist, by Charles Dickens)
3."Mortimer had stayed to dinner, and he and the baronet played écarté afterwards. The butler brought me my coffee into the library, and I took the chance to ask him a few questions". (The Hound of the Baskervilles, by Sir Arthur Doyle).
In every quote, a false cognate can be found. Which ones are they?
Read the groups of words bellow:
I.Basically − medicine − calculator.
II.Accurate − democracy − translation.
III.Comfortable − wardrobe − technique.
Which group or groups of words have the stressed syllable at the beginning?
"Fresh funds for new devices, in the long run, implies less funding for traditional activities (...). What is often lacking is a critical debate about the actual need for and overall long-term costs of new technologies, about possible alternatives, and about the global human and ecological implications of these large-scale investments in high-tech equipment and the significant resources they require. (...) The demand for new skill sets for teachers or the inclusion of new subjects to be taught such as informatics or programming imply a cutting of teaching hours and content in different areas".
Which of the following aspects of foreign language teaching methodologies are exemplified in the sentence?
" I remember that life in that room seemed to be occurring beneath the sea. Time flowed past indifferently above us; hours and days had no meaning. In the beginning, our life together held a joy and amazement which was newborn every day. Beneath the joy, of course, was anguish and beneath the amazement was fear; but they did not work themselves to the beginning until our high beginning was aloes on our tongues. By then anguish and fear had become the surface on which we slipped and slid, losing balance, dignity, and pride. Giovanni's face, which I had memorized so many mornings, noons, and nights, hardened before my eyes, began to give in secret places, began to crack."
In the sentence "Beneath the joy, of course, was anguish and beneath the amazement was fear", what is correct about the word "anguish" in this context?
O texto seguinte servirá de base para responder à questão.
(§1º) From the earliest time he could remember, William Stoner had his duties. At the age of six he milked the bony cows, slopped the pigs in the sty a few yards from the house, and gathered small eggs from a flock of spindly chickens. And even when he started attending the rural school eight miles from the farm, his day, from before dawn until after dark, was filled with work of one sort or another. At seventeen his shoulders were already beginning to stoop beneath the weight of his occupation.
(§2º) It was a lonely household, of which he was an only child, and it was bound together by the necessity of its toil. In the evenings the three of them sat in the small kitchen lighted by a single kerosene lamp, staring into the yellow flame; often during the hour or so between supper and bed, the only sound that could be heard was the weary movement of a body in a straight chair and the soft creak of a timber giving a little beneath the age of the house.
(§3º) The house was built in a crude square, and the unpainted timbers sagged around the porch and doors. It had with the years taken on the colors of the dry land—gray and brown, streaked with white. On one side of the house was a long parlor, sparsely furnished with straight chairs and a few hewn tables, and a kitchen, where the family spent most of its little time together. On the other side were two bedrooms, each furnished with an iron bedstead enameled white, a single straight chair, and a table, with a lamp and a wash basin on it. The floors were of unpainted plank, unevenly spaced and cracking with age, up through which dust steadily seeped and was swept back each day by Stoner's mother.
Williams, J. (2003). Stoner. New York Review Books. (Original work published 1965).
Read the following excerpt from the third paragraph (§3º):
"On one side of the house was a long parlor, sparsely furnished with straight chairs and a few hewn tables, and a kitchen, where the family spent most of its little time together."
In the excerpt, the word "its" refers to which word or expression?
O texto seguinte servirá de base para responder à questão.
(§1º) From the earliest time he could remember, William Stoner had his duties. At the age of six he milked the bony cows, slopped the pigs in the sty a few yards from the house, and gathered small eggs from a flock of spindly chickens. And even when he started attending the rural school eight miles from the farm, his day, from before dawn until after dark, was filled with work of one sort or another. At seventeen his shoulders were already beginning to stoop beneath the weight of his occupation.
(§2º) It was a lonely household, of which he was an only child, and it was bound together by the necessity of its toil. In the evenings the three of them sat in the small kitchen lighted by a single kerosene lamp, staring into the yellow flame; often during the hour or so between supper and bed, the only sound that could be heard was the weary movement of a body in a straight chair and the soft creak of a timber giving a little beneath the age of the house.
(§3º) The house was built in a crude square, and the unpainted timbers sagged around the porch and doors. It had with the years taken on the colors of the dry land—gray and brown, streaked with white. On one side of the house was a long parlor, sparsely furnished with straight chairs and a few hewn tables, and a kitchen, where the family spent most of its little time together. On the other side were two bedrooms, each furnished with an iron bedstead enameled white, a single straight chair, and a table, with a lamp and a wash basin on it. The floors were of unpainted plank, unevenly spaced and cracking with age, up through which dust steadily seeped and was swept back each day by Stoner's mother.
Williams, J. (2003). Stoner. New York Review Books. (Original work published 1965).
O texto seguinte servirá de base para responder à questão.
(§1º) From the earliest time he could remember, William Stoner had his duties. At the age of six he milked the bony cows, slopped the pigs in the sty a few yards from the house, and gathered small eggs from a flock of spindly chickens. And even when he started attending the rural school eight miles from the farm, his day, from before dawn until after dark, was filled with work of one sort or another. At seventeen his shoulders were already beginning to stoop beneath the weight of his occupation.
(§2º) It was a lonely household, of which he was an only child, and it was bound together by the necessity of its toil. In the evenings the three of them sat in the small kitchen lighted by a single kerosene lamp, staring into the yellow flame; often during the hour or so between supper and bed, the only sound that could be heard was the weary movement of a body in a straight chair and the soft creak of a timber giving a little beneath the age of the house.
(§3º) The house was built in a crude square, and the unpainted timbers sagged around the porch and doors. It had with the years taken on the colors of the dry land—gray and brown, streaked with white. On one side of the house was a long parlor, sparsely furnished with straight chairs and a few hewn tables, and a kitchen, where the family spent most of its little time together. On the other side were two bedrooms, each furnished with an iron bedstead enameled white, a single straight chair, and a table, with a lamp and a wash basin on it. The floors were of unpainted plank, unevenly spaced and cracking with age, up through which dust steadily seeped and was swept back each day by Stoner's mother.
Williams, J. (2003). Stoner. New York Review Books. (Original work published 1965).
(__)Realización de una actividad de dramatización grupal en la que se imiten los diferentes acentos existentes en los países de habla hispana.
(__)Analizar y resumir artículos acerca de la implementación de los Objetivos de Desarrollo Sostenible (ODS) en la América Latina de habla hispana, vinculándolos con las condiciones socio-raciales de las diversas realidades regionales en cada país.
(__)Lectura de un reporte en español, en el que se discute la desigualdad salarial entre géneros, clases y etnias.
Seleccione la alternativa que presenta la secuencia correcta:
Complete el siguiente fragmento de la novela El cuaderno de Maya, de la escritora chilena Isabel Allende, con las preposiciones adecuadas para que el texto sea coherente y gramaticalmente correcto:
"... y luego seguimos _____ varias horas más _____ un embarcadero elemental, donde pudimos desentumecer los huesos y comprar empanadas _____ queso y mariscos _____ unas mujeres vestidas _____ batas _____ enfermeras."
Seleccione la alternativa que presenta la secuencia correcta:
Conheça nossos planos