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Peppermint Patty and Sally Brown are iconic characters from Charles Schulz's Peanuts comic strip, known for their distinct personalities: Patty is a tomboyish, athletic, freckled girl who is best friends with Marcie.
Sally is Charlie Brown's younger sister, known for her dramatic flair, love of Linus, and often-misguided schemes for money or attention.
Text 3
Disponível em: https://x.com/Snoopy/status/384756646099959808 Acesso em dez. 2025.
Text 4
Disponível em: https://x.com/Snoopy/status/1514614712540884993 Acesso em dez. 2025
In both comic strips (Texts 3 and 4), Patty and Sally are handing in their schoolwork.
They seem a little insecure about their tasks – a term paper and a book report – which mainly involve:
Because she was correcting homework and planning lessons, Britany went to bed late – and then she overslept!
She had a quick shower but she didn’t have ________ 1 time to put on her makeup. Luckily, she doesn’t wear much anyway, but she had wanted to put on some lipstick at least. Too bad! She made herself a coffee and checked the mail. But ________ 2 , it seemed, had remembered her birthday – except for John and Clare whom she had invited for dinner later in the day.
At school, ________ 3 of her colleagues seemed to have remembered that it was her birthday either and that made her miserable, but at least the children in her second grade class were in a happy mood. It cheered her up, and so every time one of them did ________ 4 good or gave her a correct answer, she gave them a gold star. They loved that. Luckily, she had enough stars so ________ 5 went home with at least one!
When she got home, Britany was still tired, so she lay down to have a bit of rest but she didn’t get much sleep because her parents rang from the UK to wish her a happy birthday. At least _________ 6 had remembered! When she finished the call there was ________ 7 time left for sleeping. She had to get dinner ready.
A few minutes later the doorbell rang. She opened the door. There were a lot of people outside. All of them were wearing party hats! A few of them were carrying plates of food. Most of them were colleagues from her school, but there were many others, too. And then they started to sing ‘Happy Birthday …’.
In: HARMER, Jeremy. Teacher Knowledge: core concepts in English language teaching. Pearson Education limited. Essex, UK: 2012
I. São palavras formadas pela justaposição de elementos (prefixos + substantivos) cujos componentes formadores geralmente têm origem em outras línguas (latim, grego etc.). II. São palavras formadas por composição – Compound words –, tal como a palavra ‘sunflower’ (sun + flower), em que a combinação das partes dá o sentido geral da união. III. São palavras originais, básicas da língua inglesa, que dão origem a novos vocábulos ou podem agregar novos significados com a junção de prefixo, sufixo ou de outro radical. IV. São todos substantivos formados pelo processo de composição – Compounding –, sendo homework an ‘uncountable noun’, isto é, não faz a forma regular do plural.
Está CORRETO o que se afirma apenas em
Because she was correcting homework and planning lessons, Britany went to bed late – and then she overslept!
She had a quick shower but she didn’t have ________ 1 time to put on her makeup. Luckily, she doesn’t wear much anyway, but she had wanted to put on some lipstick at least. Too bad! She made herself a coffee and checked the mail. But ________ 2 , it seemed, had remembered her birthday – except for John and Clare whom she had invited for dinner later in the day.
At school, ________ 3 of her colleagues seemed to have remembered that it was her birthday either and that made her miserable, but at least the children in her second grade class were in a happy mood. It cheered her up, and so every time one of them did ________ 4 good or gave her a correct answer, she gave them a gold star. They loved that. Luckily, she had enough stars so ________ 5 went home with at least one!
When she got home, Britany was still tired, so she lay down to have a bit of rest but she didn’t get much sleep because her parents rang from the UK to wish her a happy birthday. At least _________ 6 had remembered! When she finished the call there was ________ 7 time left for sleeping. She had to get dinner ready.
A few minutes later the doorbell rang. She opened the door. There were a lot of people outside. All of them were wearing party hats! A few of them were carrying plates of food. Most of them were colleagues from her school, but there were many others, too. And then they started to sing ‘Happy Birthday …’.
In: HARMER, Jeremy. Teacher Knowledge: core concepts in English language teaching. Pearson Education limited. Essex, UK: 2012
Because she was correcting homework and planning lessons, Britany went to bed late – and then she overslept!
She had a quick shower but she didn’t have ________ 1 time to put on her makeup. Luckily, she doesn’t wear much anyway, but she had wanted to put on some lipstick at least. Too bad! She made herself a coffee and checked the mail. But ________ 2 , it seemed, had remembered her birthday – except for John and Clare whom she had invited for dinner later in the day.
At school, ________ 3 of her colleagues seemed to have remembered that it was her birthday either and that made her miserable, but at least the children in her second grade class were in a happy mood. It cheered her up, and so every time one of them did ________ 4 good or gave her a correct answer, she gave them a gold star. They loved that. Luckily, she had enough stars so ________ 5 went home with at least one!
When she got home, Britany was still tired, so she lay down to have a bit of rest but she didn’t get much sleep because her parents rang from the UK to wish her a happy birthday. At least _________ 6 had remembered! When she finished the call there was ________ 7 time left for sleeping. She had to get dinner ready.
A few minutes later the doorbell rang. She opened the door. There were a lot of people outside. All of them were wearing party hats! A few of them were carrying plates of food. Most of them were colleagues from her school, but there were many others, too. And then they started to sing ‘Happy Birthday …’.
In: HARMER, Jeremy. Teacher Knowledge: core concepts in English language teaching. Pearson Education limited. Essex, UK: 2012
Because she was correcting homework and planning lessons, Britany went to bed late – and then she overslept!
She had a quick shower but she didn’t have ________ 1 time to put on her makeup. Luckily, she doesn’t wear much anyway, but she had wanted to put on some lipstick at least. Too bad! She made herself a coffee and checked the mail. But ________ 2 , it seemed, had remembered her birthday – except for John and Clare whom she had invited for dinner later in the day.
At school, ________ 3 of her colleagues seemed to have remembered that it was her birthday either and that made her miserable, but at least the children in her second grade class were in a happy mood. It cheered her up, and so every time one of them did ________ 4 good or gave her a correct answer, she gave them a gold star. They loved that. Luckily, she had enough stars so ________ 5 went home with at least one!
When she got home, Britany was still tired, so she lay down to have a bit of rest but she didn’t get much sleep because her parents rang from the UK to wish her a happy birthday. At least _________ 6 had remembered! When she finished the call there was ________ 7 time left for sleeping. She had to get dinner ready.
A few minutes later the doorbell rang. She opened the door. There were a lot of people outside. All of them were wearing party hats! A few of them were carrying plates of food. Most of them were colleagues from her school, but there were many others, too. And then they started to sing ‘Happy Birthday …’.
In: HARMER, Jeremy. Teacher Knowledge: core concepts in English language teaching. Pearson Education limited. Essex, UK: 2012
In Text, some Indefinite pronouns are missing. Choose the sequence that correctly complete the blanks.
Like many homeless people in America, Derek Forter’s story is not one of crime or bad choices. Instead, he was a casualty of the economic recession.
"One day my company laid off half its employees. Soon I was behind on my rent, and before I knew it I’d lost my apartment.”
Imagem: https://www.foxbusiness.com/markets/
To make matters worse, Derek could not secure employment and thinks he knows why.
“I would show up in my cleanest pants and shirt, but I knew I didn’t represent myself well – the other applicants all looked so much more professional. It really affected my self-esteem.”
Luckily, through a local agency, Derek got in touch with Look the Part, a non-profit organization dedicated to helping homeless people join the workforce. Their motto: Look the part.
“They were phenomenal, giving me a complete makeover inside and out. Not only did they get me a haircut too. Then, they helped with my resume, and we practiced mock interviews. I was more confident than ever, and I nailed my next interview. I’ve been working ever since, and I couldn’t be more grateful.”
Unfortunately, the demand for services like those provided by Look the Part far outweighs their current capabilities. And even though there are other similar organizations, like JobReady and First Impressions, there are many people still struggling to find employment.
In: American Inside Out Evolution. Student’s book Advanced B. KAY, Sue et all. Macmillan Publishers, São Paulo: 2028. Adaptado
Like many homeless people in America, Derek Forter’s story is not one of crime or bad choices. Instead, he was a casualty of the economic recession.
"One day my company laid off half its employees. Soon I was behind on my rent, and before I knew it I’d lost my apartment.”
Imagem: https://www.foxbusiness.com/markets/
To make matters worse, Derek could not secure employment and thinks he knows why.
“I would show up in my cleanest pants and shirt, but I knew I didn’t represent myself well – the other applicants all looked so much more professional. It really affected my self-esteem.”
Luckily, through a local agency, Derek got in touch with Look the Part, a non-profit organization dedicated to helping homeless people join the workforce. Their motto: Look the part.
“They were phenomenal, giving me a complete makeover inside and out. Not only did they get me a haircut too. Then, they helped with my resume, and we practiced mock interviews. I was more confident than ever, and I nailed my next interview. I’ve been working ever since, and I couldn’t be more grateful.”
Unfortunately, the demand for services like those provided by Look the Part far outweighs their current capabilities. And even though there are other similar organizations, like JobReady and First Impressions, there are many people still struggling to find employment.
In: American Inside Out Evolution. Student’s book Advanced B. KAY, Sue et all. Macmillan Publishers, São Paulo: 2028. Adaptado
Observe o trecho: Then, they helped with my resume, and we practiced mock interviews. (6º parágrafo).
Considerando o contexto e o léxico da língua inglesa, é CORRETO afirmar que resume é um(a)
Like many homeless people in America, Derek Forter’s story is not one of crime or bad choices. Instead, he was a casualty of the economic recession.
"One day my company laid off half its employees. Soon I was behind on my rent, and before I knew it I’d lost my apartment.”
Imagem: https://www.foxbusiness.com/markets/
To make matters worse, Derek could not secure employment and thinks he knows why.
“I would show up in my cleanest pants and shirt, but I knew I didn’t represent myself well – the other applicants all looked so much more professional. It really affected my self-esteem.”
Luckily, through a local agency, Derek got in touch with Look the Part, a non-profit organization dedicated to helping homeless people join the workforce. Their motto: Look the part.
“They were phenomenal, giving me a complete makeover inside and out. Not only did they get me a haircut too. Then, they helped with my resume, and we practiced mock interviews. I was more confident than ever, and I nailed my next interview. I’ve been working ever since, and I couldn’t be more grateful.”
Unfortunately, the demand for services like those provided by Look the Part far outweighs their current capabilities. And even though there are other similar organizations, like JobReady and First Impressions, there are many people still struggling to find employment.
In: American Inside Out Evolution. Student’s book Advanced B. KAY, Sue et all. Macmillan Publishers, São Paulo: 2028. Adaptado
No texto, a expressão “To make matters worse” introduz o 3º parágrafo, antecipando uma ideia ao leitor.
Assinale a alternativa que apresenta o sentido correspondente dessa expressão em língua portuguesa.
Like many homeless people in America, Derek Forter’s story is not one of crime or bad choices. Instead, he was a casualty of the economic recession.
"One day my company laid off half its employees. Soon I was behind on my rent, and before I knew it I’d lost my apartment.”
Imagem: https://www.foxbusiness.com/markets/
To make matters worse, Derek could not secure employment and thinks he knows why.
“I would show up in my cleanest pants and shirt, but I knew I didn’t represent myself well – the other applicants all looked so much more professional. It really affected my self-esteem.”
Luckily, through a local agency, Derek got in touch with Look the Part, a non-profit organization dedicated to helping homeless people join the workforce. Their motto: Look the part.
“They were phenomenal, giving me a complete makeover inside and out. Not only did they get me a haircut too. Then, they helped with my resume, and we practiced mock interviews. I was more confident than ever, and I nailed my next interview. I’ve been working ever since, and I couldn’t be more grateful.”
Unfortunately, the demand for services like those provided by Look the Part far outweighs their current capabilities. And even though there are other similar organizations, like JobReady and First Impressions, there are many people still struggling to find employment.
In: American Inside Out Evolution. Student’s book Advanced B. KAY, Sue et all. Macmillan Publishers, São Paulo: 2028. Adaptado
Like many homeless people in America, Derek Forter’s story is not one of crime or bad choices. Instead, he was a casualty of the economic recession.
"One day my company laid off half its employees. Soon I was behind on my rent, and before I knew it I’d lost my apartment.”
Imagem: https://www.foxbusiness.com/markets/
To make matters worse, Derek could not secure employment and thinks he knows why.
“I would show up in my cleanest pants and shirt, but I knew I didn’t represent myself well – the other applicants all looked so much more professional. It really affected my self-esteem.”
Luckily, through a local agency, Derek got in touch with Look the Part, a non-profit organization dedicated to helping homeless people join the workforce. Their motto: Look the part.
“They were phenomenal, giving me a complete makeover inside and out. Not only did they get me a haircut too. Then, they helped with my resume, and we practiced mock interviews. I was more confident than ever, and I nailed my next interview. I’ve been working ever since, and I couldn’t be more grateful.”
Unfortunately, the demand for services like those provided by Look the Part far outweighs their current capabilities. And even though there are other similar organizations, like JobReady and First Impressions, there are many people still struggling to find employment.
In: American Inside Out Evolution. Student’s book Advanced B. KAY, Sue et all. Macmillan Publishers, São Paulo: 2028. Adaptado
Leia o texto abaixo:
As teorias modernas da educação hoje apresentam-se em várias versões, variando das abordagens tradicionais às mais avançadas, conforme se situem em relação aos seus temas básicos: a natureza do ato educativo, a relação entre sociedade e educação, os objetivos e conteúdos da formação, as formas institucionalizadas de ensino, a relação educativa. A literatura internacional e a nacional dispõem de conhecidas classificações de teorias da educação ora chamadas de tendências ou correntes, ora de paradigmas.[...] Sem pretender retomar as abordagens teóricas que resultam nas classificações de teorias pedagógicas, são modernas a pedagogia tradicional, a pedagogia renovada, o tecnicismo educacional e todas as pedagogias críticas inspiradas na tradição moderna como a pedagogia libertária, a pedagogia libertadora, a pedagogia crítico-social. Um olhar sobre as práticas pedagógicas correntes nas escolas brasileiras mostra que tais tendências continuam ativas e estáveis, mantendo seu núcleo teórico forte, ainda que as pesquisas dos últimos anos venham mostrando outras nuances, outros focos de compreensão teórica, outras formas de aplicabilidade pedagógica. A meu ver, não há outras boas razões para alterar essa classificação. Isso não significa que não se apontem novas tendências, algumas já experimentadas em nível operacional, outras ainda restritas ao mundo acadêmico.
Fonte: LIBÂNEO, J. C. As teorias pedagógicas modernas revisitadas pelo debate contemporâneo na educação. In: LIBÂNEO, J. C.; SANTOS, A. (org). Educação na era do conhecimento em rede e transdisciplinaridade. Campinas: Alínea, 2005. p. 15-58.
O autor Carlos Libâneo destaca-se na discussão sobre as Tendências Pedagógicas.
Considerando as discussões tradicionais e contemporâneas sobre o assunto conforme a percepção desse autor, associe a Coluna A às descrições das práticas educativas na Coluna B.
Coluna A
1. Liberal Tradicional
2. Corrente Racional-Tecnológica (Neotecnicista)
3. Progressista Crítico-Social dos Conteúdos
Coluna B
( ) O planejamento escolar é orientado por matrizes de referência e metas de produtividade. O docente atua como um gestor de recursos instrucionais, buscando a máxima eficiência do ensino por meio de objetivos instrucionais operacionais e mensuráveis, priorizando a eficácia dos meios sobre fins éticos ou políticos.
( ) O ensino centra-se na transmissão de conteúdos e modelos culturais, considerados essenciais e cruciais para a formação moral e intelectual do aluno. A autoridade docente é a garantia da assimilação dos modelos exemplares. A autoridade docente é a garantia da assimilação dos modelos exemplares, sendo a avaliação focada na reprodução exata das informações repassadas.
( ) A prática pedagógica assume a responsabilidade de garantir a apropriação do acervo cultural e científico da humanidade. A vivência imediata dos estudantes é confrontada com o saber sistematizado, permitindo a superação do senso comum e uma leitura estruturada e transformadora da realidade.
Assinale a alternativa que apresenta a sequência CORRETA da associação.
A globalização contemporânea tem provocado profundas transformações nas relações geopolíticas, redefinindo o papel dos Estados Nacionais, das organizações internacionais e dos atores econômicos globais.
Considerando esse contexto, assinale a alternativa CORRETA.
Leia o texto seguinte:
“Repensar a História produzida e sua inserção nos currículos dos cursos de formação inicial em História e também na prática pedagógica dos professores formadores, assim como repensar o conhecimento histórico escolar, analisando o lugar social ocupado pelos atores ausentes, inferiorizados ou ‘periferizados’ particularmente os afro-brasileiros e indígenas, na produção e veiculação do conhecimento histórico, constitui-se uma possibilidade concreta para a construção de um conhecimento pautado pela compreensão da importância da inclusão da História da diferentes populações e sujeitos até então silenciados e/ou ocultos, rompendo, assim, com a dicotomia ‘dominantes e dominados’, ‘superiores e inferiores’, mas também auxiliando na mudança de posturas e concepções sobre negros e indígenas, dos esteriótipos criados, do racismo e da discriminação revelada contra estes sujeitos históricos”. (CEREZER, Osvaldo Mariotto. Ensinar História Afro-brasileira e Indígena no século XXI: A diversidade em debate.
Curitiba: Appris, 2019. p. 229.)
O ensino de História afrodescendente e indígena no Brasil está amparado por legislações específicas e por diretrizes curriculares que buscam enfrentar o racismo estrutural e valorizar a diversidade histórica e cultural do país.
Sobre o debate apresentado no texto, assinale a alternativa CORRETA.
A Base Nacional Comum Curricular (BNCC) orienta o ensino de História na Educação Básica ao propor mudanças nos conteúdos, nas abordagens e nas competências a serem desenvolvidas pelos estudantes.
Considerando as diretrizes da BNCC para o ensino de História, assinale a alternativa CORRETA.
Assinale a alternativa que contextualiza a imagem a seguir:
“Em setembro de 1941, pouco depois de suas primeiras visitas oficiais aos centros de extermínio do Leste, Eichmann organizou suas primeiras deportações em massa da Alemanha e do Protetorado, de acordo com um ‘desejo’ de Hitler, que pediu a Himmler que tornasse o Reich judenrein o mais depressa possível”.
(ARENDT, Hannah. Eichmann em Jerusalém: Um relato sobre a banalidade do mal. São Paulo: Companhia das Letras, 2013. p. 109).
O texto da filósofa Hannah Arendt nos informa sobre a política de extermínio em massa de judeus pelos nazistas durante a Segunda Guerra Mundial.
Sobre essa temática, assinale a alternativa CORRETA.
A Revolução Praieira (1848–1850), ocorrida em Pernambuco, expressou tensões políticas e sociais do Segundo Reinado, especialmente o conflito entre liberais e conservadores.
Considerando esse contexto histórico, assinale a alternativa CORRETA.
A charge reproduzida anteriormente ilustra as variadas facetas políticas de Getúlio Vargas. Com base nessa realidade,
assinale a alternativa CORRETA: “A Primeira República delimita-se pelos parênteses de duas intervenções militares e pontua-se com várias outras intervenções de menor consequência. Em um país que de 1831 a 1889 não presenciara crise política nacional provocada por interferência da força armada, o fato sinaliza mudança importante”.
(CARVALHO, José Murilo de. Forças Armadas e política no Brasil. São Paulo; Todavia, 2019. p. 29)
A Proclamação da República no Brasil, em 15 de novembro de 1889, contou com a participação decisiva das Forças Armadas, especialmente do Exército.
A Primeira Guerra Mundial (1914–1918) teve consequências profundas para o Império Otomano, acelerando seu colapso e redefinindo o mapa político do Oriente Médio.
Considerando esse processo histórico, assinale a alternativa CORRETA.
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