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Q3430805
Inglês Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix) ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430805 Inglês
Read the text to answer question:


    CLIL (Content and Language Integrated Learning) is an approach which is neither language learning nor subject learning, but an amalgam of both and is linked to the processes of convergence – the fusion of elements which may have been previously fragmented, such as subjects in the curriculum. This is where CLIL is groundbreaking.


    To give a parallel example common in recent times, we can take studies on the environment. A seminal publication on the subject in the 1960s later led to a need to educate young people in schools so as to both inform and, perhaps more crucially, influence behavior. Topics relating to the environment could already be found in chemistry, economics, geography, physics, and even psychology. Yet, as climate change became increasingly worrying, education responded with the introduction of a new subject: “Environmental studies”.


    In order to structure this new subject, teachers of different disciplines would have needed to climb out of their respective mindsets grounded in physics, chemistry, geography, psychology and so on, to explore ways of building an integrated curriculum, and to develop alternative methodologies by which to implement it. Climate change is a global and local phenomenon, so the increasing availability in some countries of information and communication technologies during the 1990s provided tools by which to make some of these methodologies operational.


    If we return to languages and CLIL, we have a similar situation. The late 1990s meant that educational insight was firmly set on achieving a high degree of language awareness. Appropriate methodologies were to be used to attain the best possible results in a way which accommodated diverse learning styles.


(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning. Cambridge: Cambridge University, 2010.)
The suffix -ed that forms the past and past participle of regular verbs has 3 possible pronunciations: /t/, /d/, /id/. The following verbs, taken from the text, are in the infinitive form. The alternative in which the two verbs share the same ending pronunciation in the past or past participle is
Alternativas
Q3430804
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430804 Inglês
Read the text to answer question:


    CLIL (Content and Language Integrated Learning) is an approach which is neither language learning nor subject learning, but an amalgam of both and is linked to the processes of convergence – the fusion of elements which may have been previously fragmented, such as subjects in the curriculum. This is where CLIL is groundbreaking.


    To give a parallel example common in recent times, we can take studies on the environment. A seminal publication on the subject in the 1960s later led to a need to educate young people in schools so as to both inform and, perhaps more crucially, influence behavior. Topics relating to the environment could already be found in chemistry, economics, geography, physics, and even psychology. Yet, as climate change became increasingly worrying, education responded with the introduction of a new subject: “Environmental studies”.


    In order to structure this new subject, teachers of different disciplines would have needed to climb out of their respective mindsets grounded in physics, chemistry, geography, psychology and so on, to explore ways of building an integrated curriculum, and to develop alternative methodologies by which to implement it. Climate change is a global and local phenomenon, so the increasing availability in some countries of information and communication technologies during the 1990s provided tools by which to make some of these methodologies operational.


    If we return to languages and CLIL, we have a similar situation. The late 1990s meant that educational insight was firmly set on achieving a high degree of language awareness. Appropriate methodologies were to be used to attain the best possible results in a way which accommodated diverse learning styles.


(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning. Cambridge: Cambridge University, 2010.)
In the context of the text, the word in bold in the extract from the first paragraph “the fusion of elements which may have been previously fragmented” indicates
Alternativas
Q3430803
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430803 Inglês
Read the text to answer question:


    CLIL (Content and Language Integrated Learning) is an approach which is neither language learning nor subject learning, but an amalgam of both and is linked to the processes of convergence – the fusion of elements which may have been previously fragmented, such as subjects in the curriculum. This is where CLIL is groundbreaking.


    To give a parallel example common in recent times, we can take studies on the environment. A seminal publication on the subject in the 1960s later led to a need to educate young people in schools so as to both inform and, perhaps more crucially, influence behavior. Topics relating to the environment could already be found in chemistry, economics, geography, physics, and even psychology. Yet, as climate change became increasingly worrying, education responded with the introduction of a new subject: “Environmental studies”.


    In order to structure this new subject, teachers of different disciplines would have needed to climb out of their respective mindsets grounded in physics, chemistry, geography, psychology and so on, to explore ways of building an integrated curriculum, and to develop alternative methodologies by which to implement it. Climate change is a global and local phenomenon, so the increasing availability in some countries of information and communication technologies during the 1990s provided tools by which to make some of these methodologies operational.


    If we return to languages and CLIL, we have a similar situation. The late 1990s meant that educational insight was firmly set on achieving a high degree of language awareness. Appropriate methodologies were to be used to attain the best possible results in a way which accommodated diverse learning styles.


(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning. Cambridge: Cambridge University, 2010.)
According to the first and second paragraphs, CLIL
Alternativas
Q3430802
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430802 Inglês
Read the text to answer question:


    Language learning styles and strategies are among the main factors that help determine how – and how well – our students learn a second or foreign language. The term L2 is used in this text to refer to either a second or a foreign language, following the tradition in our field.


    Learning styles are the general approaches – global or analytic, auditory or visual – that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behavior” (Cornett 1983, p. 9). Of great relevance is this statement: “Learning style is the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others” (Dunn and Griggs 1988, p. 3).


    Learning strategies are defined as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task – used by students to enhance their own learning” (Scarcella and Oxford 1992, p. 63). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful tool-kit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.


(M. Celce-Murcia, 2001. Adaptado)
Enquanto estratégias auxiliam a aquisição da língua estrangeira, outros fatores interferem na aprendizagem. Um desses fatores é a “transferência negativa” – a aplicação inadequada de elementos da língua materna na produção da língua sendo aprendida.

Assinale a alternativa em que pode ser observada transferência negativa na construção da frase.
Alternativas
Q3430801
Inglês Voz Ativa e Passiva | Passive and Active Voice ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430801 Inglês
Read the text to answer question:


    Language learning styles and strategies are among the main factors that help determine how – and how well – our students learn a second or foreign language. The term L2 is used in this text to refer to either a second or a foreign language, following the tradition in our field.


    Learning styles are the general approaches – global or analytic, auditory or visual – that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behavior” (Cornett 1983, p. 9). Of great relevance is this statement: “Learning style is the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others” (Dunn and Griggs 1988, p. 3).


    Learning strategies are defined as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task – used by students to enhance their own learning” (Scarcella and Oxford 1992, p. 63). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful tool-kit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.


(M. Celce-Murcia, 2001. Adaptado)
Concerning the passive voice: there are sentences which cannot be transformed into a passive at all, sentences which accept only one form of the passive voice, and sentences which can be made passive in two different ways. Point out the sentence which accepts the latter.
Alternativas
Q3430800
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430800 Inglês
Read the text to answer question:


    Language learning styles and strategies are among the main factors that help determine how – and how well – our students learn a second or foreign language. The term L2 is used in this text to refer to either a second or a foreign language, following the tradition in our field.


    Learning styles are the general approaches – global or analytic, auditory or visual – that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behavior” (Cornett 1983, p. 9). Of great relevance is this statement: “Learning style is the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others” (Dunn and Griggs 1988, p. 3).


    Learning strategies are defined as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task – used by students to enhance their own learning” (Scarcella and Oxford 1992, p. 63). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful tool-kit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.


(M. Celce-Murcia, 2001. Adaptado)
In the second paragraph, the information within dashes “– global or analytic, auditory or visual –” is intended to
Alternativas
Q3430799
Pedagogia Temas Educacionais Pedagógicos ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430799 Pedagogia
Read the text to answer question:


    Language learning styles and strategies are among the main factors that help determine how – and how well – our students learn a second or foreign language. The term L2 is used in this text to refer to either a second or a foreign language, following the tradition in our field.


    Learning styles are the general approaches – global or analytic, auditory or visual – that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behavior” (Cornett 1983, p. 9). Of great relevance is this statement: “Learning style is the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others” (Dunn and Griggs 1988, p. 3).


    Learning strategies are defined as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task – used by students to enhance their own learning” (Scarcella and Oxford 1992, p. 63). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful tool-kit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.


(M. Celce-Murcia, 2001. Adaptado)
Cognitive learning strategies are those which help learners process and retain information. They can also help learners apply information to new situations and improve their learning. An example of a cognitive learning strategy is: 
Alternativas
Q3430798
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430798 Inglês
Read the text to answer question:


    Language learning styles and strategies are among the main factors that help determine how – and how well – our students learn a second or foreign language. The term L2 is used in this text to refer to either a second or a foreign language, following the tradition in our field.


    Learning styles are the general approaches – global or analytic, auditory or visual – that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behavior” (Cornett 1983, p. 9). Of great relevance is this statement: “Learning style is the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others” (Dunn and Griggs 1988, p. 3).


    Learning strategies are defined as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task – used by students to enhance their own learning” (Scarcella and Oxford 1992, p. 63). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful tool-kit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.


(M. Celce-Murcia, 2001. Adaptado)
A autora menciona o uso do termo “L2” para designar o inglês tanto como língua estrangeira quanto como segunda língua. A BNCC adota o conceito de língua franca para o inglês a ser ensinado nas escolas. A opção por esse conceito, como mencionado na BNCC, implica
Alternativas
Q3430797
Inglês Análise sintática | Syntax Parsing ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430797 Inglês
Read the text to answer question:


    Language learning styles and strategies are among the main factors that help determine how – and how well – our students learn a second or foreign language. The term L2 is used in this text to refer to either a second or a foreign language, following the tradition in our field.


    Learning styles are the general approaches – global or analytic, auditory or visual – that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behavior” (Cornett 1983, p. 9). Of great relevance is this statement: “Learning style is the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others” (Dunn and Griggs 1988, p. 3).


    Learning strategies are defined as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task – used by students to enhance their own learning” (Scarcella and Oxford 1992, p. 63). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful tool-kit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.


(M. Celce-Murcia, 2001. Adaptado)
In the excerpt from the first paragraph “The term L2 is used in this text to refer to either a second or a foreign language”, the terms in bold show the use of the paired conjunctions “either … or”. Sentences with paired conjunctions require parallel structures. Identify the alternative containing both a correct pair of conjunctions and correct parallel sentence structure.
Alternativas
Q3430796
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430796 Inglês
Read the text to answer question:


    Language learning styles and strategies are among the main factors that help determine how – and how well – our students learn a second or foreign language. The term L2 is used in this text to refer to either a second or a foreign language, following the tradition in our field.


    Learning styles are the general approaches – global or analytic, auditory or visual – that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behavior” (Cornett 1983, p. 9). Of great relevance is this statement: “Learning style is the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others” (Dunn and Griggs 1988, p. 3).


    Learning strategies are defined as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task – used by students to enhance their own learning” (Scarcella and Oxford 1992, p. 63). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful tool-kit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.


(M. Celce-Murcia, 2001. Adaptado)
Among the many uses of the word learning in the text, the one functioning as a noun is found in
Alternativas
Q3430795
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430795 Inglês
Read the text to answer question:


    Language learning styles and strategies are among the main factors that help determine how – and how well – our students learn a second or foreign language. The term L2 is used in this text to refer to either a second or a foreign language, following the tradition in our field.


    Learning styles are the general approaches – global or analytic, auditory or visual – that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behavior” (Cornett 1983, p. 9). Of great relevance is this statement: “Learning style is the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others” (Dunn and Griggs 1988, p. 3).


    Learning strategies are defined as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task – used by students to enhance their own learning” (Scarcella and Oxford 1992, p. 63). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful tool-kit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.


(M. Celce-Murcia, 2001. Adaptado)
O primeiro e o segundo parágrafo permitem afirmar que
Alternativas
Q3430794
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430794 Inglês
Read the oral exchange:

Speaker: Repeat after me. I...
Crowd: I...
Speaker: State your name...
Crowd: State your name...
(https://tvtropes.org/pmwiki/pmwiki.php/Main/RepeatAfterMe)

The words “Repeat after me” are characteristic of English learning courses and classes that follow the approach named
Alternativas
Q3430483
História História Geral ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - História - Promoção do QM 2022 |
Q3430483 História
No contexto do pós-guerra, o fornecimento de doações e empréstimos americanos a juros baixos visava equilibrar orçamentos e estabilizar as moedas europeias. Inicialmente, a oferta de ajuda abrangia também os países da Europa Oriental. Porém, conhecidas as condições de adesão para o recebimento da ajuda, ficou muito claro que o plano intervinha nas economias nacionais limitando seriamente a soberania de projetos estratégicos de desenvolvimento.

(Enrique S. Padrós. Capitalismo, prosperidade e Estado de Bem-Estar Social. Em Daniel Aarão Reis Filho; Jorge Ferreira; Celeste Zenha. O século XX: O tempo das crises; Revoluções, fascismos e guerras. Adaptado)

O plano ficou restrito à Europa Ocidental, pois no leste europeu
Alternativas
Q3430482
História História Geral ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - História - Promoção do QM 2022 |
Q3430482 História
Depois da guerra, o governo dos EUA passou a trabalhar na estruturação de um mercado europeu rentável para as finanças e o comércio privados dos EUA, o que permitiria também lançar os fundamentos materiais necessários ao desencadeamento da luta contra as tendências políticas opostas aos seus interesses. A implementação desta política ocorreu em 1947.

(Paulo G. Fagundes Vizentini, A Guerra Fria. Em: Daniel Aarão Reis Filho; Jorge Ferreira; Celeste Zenha. O século XX: O tempo das crises; Revoluções, fascismos e guerras. Adaptado)

Tal política se deu por meio
Alternativas
Q3430481
História História Geral ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - História - Promoção do QM 2022 |
Q3430481 História
Os alemães deram início, em 10 de maio de 1940, à grande ofensiva no Ocidente. Coincidentemente, nesse mesmo dia, Winston Churchill tornou-se primeiro-ministro britânico à testa de um governo de união nacional. Esse foi um momento especial, um ponto de inflexão na história da guerra. Porque, ao desfechar o ataque, a Alemanha definiu sua ampla superioridade na frente ocidental, habilitando-se, a seguir, a atacar a União Soviética.

(Williams da Silva Gonçalves. A Segunda Guerra Mundial. Em: Daniel Aarão Reis Filho; Jorge Ferreira; Celeste Zenha. O século XX: O tempo das crises; Revoluções, fascismos e guerras. Adaptado)

Considerando o contexto abordado pelo excerto, a ascensão de Churchill ao poder representou
Alternativas
Q3430480
História História Geral , Segunda Grande Guerra – 1939-1945 ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - História - Promoção do QM 2022 |
Q3430480 História
Até o fim da década de 1950 havia um amplo consenso entre os historiadores acerca da responsabilidade de Adolf Hitler pelo desencadear da guerra. Dentro desse consenso, cabiam a corrente interpretativa liberal e a corrente marxista. Para a primeira, Hitler encarnava o delírio do totalitarismo, do desumano poder capilar e total. Para a segunda, Hitler representava a face mais agressiva e impiedosa do imperialismo capitalista.

Em 1961, porém, o historiador inglês A.J.P. Taylor quebrou esse consenso, negando o que parecia uma verdade absolutamente inquestionável.

(Williams da Silva Gonçalves. A Segunda Guerra Mundial. Em: Daniel Aarão Reis Filho; Jorge Ferreira; Celeste Zenha. O século XX: O tempo das crises; Revoluções, fascismos e guerras. Adaptado)

De acordo com o autor, como contraponto, o historiador Taylor afirmou que
Alternativas
Q3430479
História História Geral ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - História - Promoção do QM 2022 |
Q3430479 História
Já em março de 1946, os Estados Unidos atenuavam a legislação sobre a desnazificação, restringindo-a apenas aos principais culpados, e dispensando os comprometidos, os comprometidos menores e os seguidores. Em pouco tempo, pode-se dizer, os tribunais de desnazificação transformaram-se em fábricas de seguidores (todos eram considerados apenas seguidores ou aderentes, a categoria mais leve de envolvimento com o nazismo).

(Francisco Carlos Teixeira da Silva. Os fascismos. Em: Daniel Aarão Reis Filho; Jorge Ferreira; Celeste Zenha. O século XX: O tempo das crises; Revoluções, fascismos e guerras. Adaptado)

No caso alemão, a desnazificação ocorreu de forma
Alternativas
Q3430478
História História Geral , Segunda Grande Guerra – 1939-1945 ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - História - Promoção do QM 2022 |
Q3430478 História
Embora constitua-se num tema clássico da História do Tempo Presente, e talvez num dos fenômenos históricos com a mais ampla e contraditória bibliografia, o fascismo conheceu, após o final da década de 1980, uma vigorosa retomada de interesse, com novas abordagens e novas teorias explicativas. Tal fato se deve fundamentalmente a três razões.

(Francisco Carlos Teixeira da Silva, Os fascismos. Em: Daniel Aarão Reis Filho; Jorge Ferreira; Celeste Zenha. O século XX: O tempo das crises; Revoluções, fascismos e guerras. Adaptado)

Entre as razões encontradas para o fenômeno, é correto identificar:
Alternativas
Q3430477
História História Geral ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - História - Promoção do QM 2022 |
Q3430477 História
Apesar de brutal e ditatorial, o sistema soviético não era “totalitário”, um termo que se tornou popular entre os críticos do comunismo após a Segunda Guerra Mundial, tendo sido inventado na década de 1920 pelo fascismo italiano para descrever seu próprio projeto.

(Eric Hobsbawm, Era dos extremos: o breve século XX: 1914-1991)

De acordo com Hobsbawm, a União Soviética não poderia ser considerada totalitária, pois o sistema soviético
Alternativas
Q3430476
História História Geral ,
Ano: 2025 Banca: VUNESP Órgão: SEDUC-SP Prova: VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - História - Promoção do QM 2022 |
Q3430476 História
Havia diferenças significativas entre os dois líderes da nova extrema-direita: Hitler impunha pela força um programa racista e antissemita, Mussolini preferia a demagogia patriótica da “italianidade”.

(Leandro Konder. Cultura e política nos anos críticos. Em: Daniel Aarão Reis Filho; Jorge Ferreira; Celeste Zenha. O século XX: O tempo das crises; Revoluções, fascismos e guerras. Adaptado)

Ambos, entretanto, recorriam à repressão sistemática e combinavam em seus respectivos programas
Alternativas
Respostas
5261: E
5262: C
5263: D
5264: C
5265: B
5266: D
5267: E
5268: A
5269: D
5270: B
5271: A
5272: C
5273: A
5274: C
5275: B
5276: D
5277: B
5278: E
5279: A
5280: C
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