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Ano: 2023
Banca:
COSEAC
Órgão:
UFF
Prova:
COSEAC - 2023 - UFF - Transferência Facultativa - Tópicos de Ensino Superior - Língua Portuguesa |
Q3378420
Português
O acento grave indicador de crase em “costurada à mão” se justifica porque,
Ano: 2023
Banca:
COSEAC
Órgão:
UFF
Prova:
COSEAC - 2023 - UFF - Transferência Facultativa - Tópicos de Ensino Superior - Língua Portuguesa |
Q3378419
Português
Em “Ruth, você levou o Dinho a uma favela?!”, o emprego da vírgula justifica-se
para:
Ano: 2023
Banca:
COSEAC
Órgão:
UFF
Prova:
COSEAC - 2023 - UFF - Transferência Facultativa - Tópicos de Ensino Superior - Língua Portuguesa |
Q3378418
Português
O emprego de ponto de interrogação e de exclamação em “Ruth, você levou
Dinho a uma favela?!” expressa:
Ano: 2023
Banca:
COSEAC
Órgão:
UFF
Prova:
COSEAC - 2023 - UFF - Transferência Facultativa - Tópicos de Ensino Superior - Língua Portuguesa |
Q3378417
Português
Leia o fragmento seguinte para responder à questão:
“Fosse por estarem num ponto elevado em relação à cidade, como em Canudos, fosse pelas lembranças da vitória contra os religiosos, os novos moradores começaram a chamar o lugar de Favela.” (Linhas 21-23)
Em “os novos moradores começaram a chamar o lugar de Favela”, as expressões sublinhadas (“o lugar” e “de Favela”) exercem, respectivamente, as funções sintáticas de:
“Fosse por estarem num ponto elevado em relação à cidade, como em Canudos, fosse pelas lembranças da vitória contra os religiosos, os novos moradores começaram a chamar o lugar de Favela.” (Linhas 21-23)
Em “os novos moradores começaram a chamar o lugar de Favela”, as expressões sublinhadas (“o lugar” e “de Favela”) exercem, respectivamente, as funções sintáticas de:
Ano: 2023
Banca:
COSEAC
Órgão:
UFF
Prova:
COSEAC - 2023 - UFF - Transferência Facultativa - Tópicos de Ensino Superior - Língua Portuguesa |
Q3378416
Português
Leia o fragmento seguinte para responder à questão:
“Fosse por estarem num ponto elevado em relação à cidade, como em Canudos, fosse pelas lembranças da vitória contra os religiosos, os novos moradores começaram a chamar o lugar de Favela.” (Linhas 21-23)
Ainda em relação ao sintagma nominal “novos moradores”, pode-se dizer que o adjetivo apresenta valor:
“Fosse por estarem num ponto elevado em relação à cidade, como em Canudos, fosse pelas lembranças da vitória contra os religiosos, os novos moradores começaram a chamar o lugar de Favela.” (Linhas 21-23)
Ainda em relação ao sintagma nominal “novos moradores”, pode-se dizer que o adjetivo apresenta valor:
Ano: 2023
Banca:
COSEAC
Órgão:
UFF
Prova:
COSEAC - 2023 - UFF - Transferência Facultativa - Tópicos de Ensino Superior - Língua Portuguesa |
Q3378415
Português
Leia o fragmento seguinte para responder à questão:
“Fosse por estarem num ponto elevado em relação à cidade, como em Canudos, fosse pelas lembranças da vitória contra os religiosos, os novos moradores começaram a chamar o lugar de Favela.” (Linhas 21-23)
Considerando o sintagma nominal “novos moradores”, aponte a opção que assinala uma das características funcionais e semânticas de “substantivos” e/ou “adjetivos”:
“Fosse por estarem num ponto elevado em relação à cidade, como em Canudos, fosse pelas lembranças da vitória contra os religiosos, os novos moradores começaram a chamar o lugar de Favela.” (Linhas 21-23)
Considerando o sintagma nominal “novos moradores”, aponte a opção que assinala uma das características funcionais e semânticas de “substantivos” e/ou “adjetivos”:
Ano: 2023
Banca:
COSEAC
Órgão:
UFF
Prova:
COSEAC - 2023 - UFF - Transferência Facultativa - Tópicos de Ensino Superior - Língua Portuguesa |
Q3378414
Português
Leia o fragmento seguinte para responder à questão:
“Fosse por estarem num ponto elevado em relação à cidade, como em Canudos, fosse pelas lembranças da vitória contra os religiosos, os novos moradores começaram a chamar o lugar de Favela.” (Linhas 21-23)
Em “Fosse por estarem num ponto elevado em relação à cidade, como em Canudos,...” , o conectivo sublinhado expressa ideia de:
“Fosse por estarem num ponto elevado em relação à cidade, como em Canudos, fosse pelas lembranças da vitória contra os religiosos, os novos moradores começaram a chamar o lugar de Favela.” (Linhas 21-23)
Em “Fosse por estarem num ponto elevado em relação à cidade, como em Canudos,...” , o conectivo sublinhado expressa ideia de:
Ano: 2023
Banca:
COSEAC
Órgão:
UFF
Prova:
COSEAC - 2023 - UFF - Transferência Facultativa - Tópicos de Ensino Superior - Língua Portuguesa |
Q3378413
Português
Leia o fragmento seguinte para responder à questão:
“Fosse por estarem num ponto elevado em relação à cidade, como em Canudos, fosse pelas lembranças da vitória contra os religiosos, os novos moradores começaram a chamar o lugar de Favela.” (Linhas 21-23)
As estruturas sublinhadas no excerto acima configuram um caso de:
“Fosse por estarem num ponto elevado em relação à cidade, como em Canudos, fosse pelas lembranças da vitória contra os religiosos, os novos moradores começaram a chamar o lugar de Favela.” (Linhas 21-23)
As estruturas sublinhadas no excerto acima configuram um caso de:
Ano: 2023
Banca:
COSEAC
Órgão:
UFF
Prova:
COSEAC - 2023 - UFF - Transferência Facultativa - Tópicos de Ensino Superior - Língua Portuguesa |
Q3378412
Português
“Num dos maiores clássicos da literatura brasileira: Os Sertões, Euclides da
Cunha narra os acontecimentos ali.” (Linhas 10-11)
O elemento sublinhado no fragmento acima exemplifica o mecanismo de coesão textual por:
O elemento sublinhado no fragmento acima exemplifica o mecanismo de coesão textual por:
Ano: 2023
Banca:
COSEAC
Órgão:
UFF
Prova:
COSEAC - 2023 - UFF - Transferência Facultativa - Tópicos de Ensino Superior - Língua Portuguesa |
Q3378411
Português
“Quando fala do lugar onde ficaram assentados os fiéis do beato, descreve-o
assim: ‘uma elíptica curva fechada ao sul por um morro, o da Favela’. E explica que o
nome dessa elevação geográfica vinha de uma planta local.” (Linhas 11-13)
Os vocábulos sublinhados no fragmento acima classificam-se, respectivamente, do ponto de vista morfológico, como:
Os vocábulos sublinhados no fragmento acima classificam-se, respectivamente, do ponto de vista morfológico, como:
Ano: 2023
Banca:
COSEAC
Órgão:
UFF
Prova:
COSEAC - 2023 - UFF - Transferência Facultativa - Tópicos de Ensino Superior - Língua Portuguesa |
Q3378410
Português
Observe o fragmento a seguir para responder à questão:
“Espalhavam que os fiéis de Canudos estariam se armando para atacar cidades vizinhas e reinstaurar a monarquia: um golpe contra a República recém-instalada no país”. (Linhas 7-9)
Os vocábulos “reinstaurar” e “golpe” se formam, respectivamente, pelos processos de:
Ano: 2023
Banca:
COSEAC
Órgão:
UFF
Prova:
COSEAC - 2023 - UFF - Transferência Facultativa - Tópicos de Ensino Superior - Língua Portuguesa |
Q3378409
Português
Observe o fragmento a seguir para responder à questão:
“Espalhavam que os fiéis de Canudos estariam se armando para atacar cidades vizinhas e reinstaurar a monarquia: um golpe contra a República recém-instalada no país”. (Linhas 7-9)
As formas verbais sublinhadas no trecho acima, no pretérito imperfeito do indicativo e no futuro do pretérito, exprimem, respectivamente:
Ano: 2023
Banca:
COSEAC
Órgão:
UFF
Prova:
COSEAC - 2023 - UFF - Transferência Facultativa - Tópicos de Ensino Superior - Língua Portuguesa |
Q3378408
Português
“O conflito opôs, de um lado, o Exército brasileiro, e do outro, milhares de
sertanejos que se uniram nesse município do interior da Bahia em torno da figura do
beato Antônio Conselheiro. Estavam à espera de um milagre que os salvasse dos
horrores do clima e da pobreza.” (Linhas 1-4)
A forma sublinhada no fragmento acima tem função coesiva. Identifique, na sequência, a classe gramatical da forma sublinhada e o elemento que ela recupera:
A forma sublinhada no fragmento acima tem função coesiva. Identifique, na sequência, a classe gramatical da forma sublinhada e o elemento que ela recupera:
Ano: 2023
Banca:
COSEAC
Órgão:
UFF
Prova:
COSEAC - 2023 - UFF - Transferência Facultativa - Tópicos de Ensino Superior - Língua Portuguesa |
Q3378407
Português
O uso de aspas no vocábulo sublinhado em “De onde vem a palavra ‘favela’”?
(Título) e em “para massacrar os ‘soldados’” (Linha 17) tem como justificativa:
Ano: 2023
Banca:
COSEAC
Órgão:
UFF
Prova:
COSEAC - 2023 - UFF - Transferência Facultativa - Tópicos de Ensino Superior - Língua Portuguesa |
Q3378406
Português
Pode-se afirmar que o texto 1 apresenta uma estrutura predominantemente:
Ano: 2023
Banca:
COSEAC
Órgão:
UFF
Prova:
COSEAC - 2023 - UFF - Transferência Facultativa - Tópicos de Ensino Superior - Inglês |
Q3378340
Inglês
Texto associado
TEXT 2
How COVID-19 will pave the way for better and more accessible education in Brazil
Blog by Isabela Melara Cavassin
Winner, 4th annual World Bank/Financial Times blog competition
JUNE 21, 2021
It is safe to say that the COVID-19 pandemic has left a mark in every aspect of our lives. Taking
the economy for example, the destruction trail left by the virus is made clear when 38 million US
citizens apply for unemployment benefits (compared to the 5.8 million that applied pre-covid), or
when the stock market goes through a roller coaster motion every other hour.
While the financial turmoil is widely discussed by politicians and experts, other consequences of
the pandemic receive little to no attention from the authorities. For instance, the emotional toll
brought by the sudden change in educational formats. Leaving both teachers and students in an
academic limbo, the transitioning to the online system was turbulent. As the COVID-19 cases rose,
so did the number of dropout students due to financial complications, demotivation, or lack of
future perspective.
Unfortunately, few institutions put effort into making online school an enjoyable and valid format of
learning. However, there were those that did pave the way for quality education solutions.
A good example is the inverted classroom method, which got popular in Brazilian High Schools
and kept students from dropping out, ensuring them independence to learn on their own way. In
this method, the teacher shares reliable sources and leads the class so they can study by
themselves. After the students have read the material, an online meeting is held, the subject is
discussed, and eventual doubts are solved.
The inverted classroom encourages healthy studying habits, stimulates the establishment of a
routine, and makes learning a much more personalized and rewarding experience. The teacher
assumes a tutor role, rather than an authority.
The public schools that successfully implemented this innovative online teaching method were
recognized by the Brazilian National Council of Secretaries of Education. In December 2020, 5
schools were awarded with the School Management Award, including one in a rural area. The first
place was awarded with a 30 thousand Brazilian Reais prize to purchase equipment.
As a public-school student, I have seen my teachers struggle with switching from one method to
another, fighting to assure proper equipment to those who did not have it. It is refreshing to know
the effort will not go to waste. The newly adopted stimulating method (and the ones that are to be) will continue to improve learning and its accessibility, by combining technology and passion for
education
Available at: https://blogs.worldbank.org/voices/how-covid-19-will-pave-way-better-and-more-accessible-education-brazil.
“Due to”, in: “…so did the number of dropout students due to financial complications” can be
replaced by:
Ano: 2023
Banca:
COSEAC
Órgão:
UFF
Prova:
COSEAC - 2023 - UFF - Transferência Facultativa - Tópicos de Ensino Superior - Inglês |
Q3378339
Inglês
Texto associado
TEXT 2
How COVID-19 will pave the way for better and more accessible education in Brazil
Blog by Isabela Melara Cavassin
Winner, 4th annual World Bank/Financial Times blog competition
JUNE 21, 2021
It is safe to say that the COVID-19 pandemic has left a mark in every aspect of our lives. Taking
the economy for example, the destruction trail left by the virus is made clear when 38 million US
citizens apply for unemployment benefits (compared to the 5.8 million that applied pre-covid), or
when the stock market goes through a roller coaster motion every other hour.
While the financial turmoil is widely discussed by politicians and experts, other consequences of
the pandemic receive little to no attention from the authorities. For instance, the emotional toll
brought by the sudden change in educational formats. Leaving both teachers and students in an
academic limbo, the transitioning to the online system was turbulent. As the COVID-19 cases rose,
so did the number of dropout students due to financial complications, demotivation, or lack of
future perspective.
Unfortunately, few institutions put effort into making online school an enjoyable and valid format of
learning. However, there were those that did pave the way for quality education solutions.
A good example is the inverted classroom method, which got popular in Brazilian High Schools
and kept students from dropping out, ensuring them independence to learn on their own way. In
this method, the teacher shares reliable sources and leads the class so they can study by
themselves. After the students have read the material, an online meeting is held, the subject is
discussed, and eventual doubts are solved.
The inverted classroom encourages healthy studying habits, stimulates the establishment of a
routine, and makes learning a much more personalized and rewarding experience. The teacher
assumes a tutor role, rather than an authority.
The public schools that successfully implemented this innovative online teaching method were
recognized by the Brazilian National Council of Secretaries of Education. In December 2020, 5
schools were awarded with the School Management Award, including one in a rural area. The first
place was awarded with a 30 thousand Brazilian Reais prize to purchase equipment.
As a public-school student, I have seen my teachers struggle with switching from one method to
another, fighting to assure proper equipment to those who did not have it. It is refreshing to know
the effort will not go to waste. The newly adopted stimulating method (and the ones that are to be) will continue to improve learning and its accessibility, by combining technology and passion for
education
Available at: https://blogs.worldbank.org/voices/how-covid-19-will-pave-way-better-and-more-accessible-education-brazil.
Among the metaphors used by the author in the passages below, the one which evokes the
concrete domain of “movement up and down” is:
Ano: 2023
Banca:
COSEAC
Órgão:
UFF
Prova:
COSEAC - 2023 - UFF - Transferência Facultativa - Tópicos de Ensino Superior - Inglês |
Q3378338
Inglês
Texto associado
TEXT 2
How COVID-19 will pave the way for better and more accessible education in Brazil
Blog by Isabela Melara Cavassin
Winner, 4th annual World Bank/Financial Times blog competition
JUNE 21, 2021
It is safe to say that the COVID-19 pandemic has left a mark in every aspect of our lives. Taking
the economy for example, the destruction trail left by the virus is made clear when 38 million US
citizens apply for unemployment benefits (compared to the 5.8 million that applied pre-covid), or
when the stock market goes through a roller coaster motion every other hour.
While the financial turmoil is widely discussed by politicians and experts, other consequences of
the pandemic receive little to no attention from the authorities. For instance, the emotional toll
brought by the sudden change in educational formats. Leaving both teachers and students in an
academic limbo, the transitioning to the online system was turbulent. As the COVID-19 cases rose,
so did the number of dropout students due to financial complications, demotivation, or lack of
future perspective.
Unfortunately, few institutions put effort into making online school an enjoyable and valid format of
learning. However, there were those that did pave the way for quality education solutions.
A good example is the inverted classroom method, which got popular in Brazilian High Schools
and kept students from dropping out, ensuring them independence to learn on their own way. In
this method, the teacher shares reliable sources and leads the class so they can study by
themselves. After the students have read the material, an online meeting is held, the subject is
discussed, and eventual doubts are solved.
The inverted classroom encourages healthy studying habits, stimulates the establishment of a
routine, and makes learning a much more personalized and rewarding experience. The teacher
assumes a tutor role, rather than an authority.
The public schools that successfully implemented this innovative online teaching method were
recognized by the Brazilian National Council of Secretaries of Education. In December 2020, 5
schools were awarded with the School Management Award, including one in a rural area. The first
place was awarded with a 30 thousand Brazilian Reais prize to purchase equipment.
As a public-school student, I have seen my teachers struggle with switching from one method to
another, fighting to assure proper equipment to those who did not have it. It is refreshing to know
the effort will not go to waste. The newly adopted stimulating method (and the ones that are to be) will continue to improve learning and its accessibility, by combining technology and passion for
education
Available at: https://blogs.worldbank.org/voices/how-covid-19-will-pave-way-better-and-more-accessible-education-brazil.
The connecting word “However”, in ‘However, there were those that did pave the way for
quality education solutions” expresses:
Ano: 2023
Banca:
COSEAC
Órgão:
UFF
Prova:
COSEAC - 2023 - UFF - Transferência Facultativa - Tópicos de Ensino Superior - Inglês |
Q3378337
Inglês
Texto associado
TEXT 2
How COVID-19 will pave the way for better and more accessible education in Brazil
Blog by Isabela Melara Cavassin
Winner, 4th annual World Bank/Financial Times blog competition
JUNE 21, 2021
It is safe to say that the COVID-19 pandemic has left a mark in every aspect of our lives. Taking
the economy for example, the destruction trail left by the virus is made clear when 38 million US
citizens apply for unemployment benefits (compared to the 5.8 million that applied pre-covid), or
when the stock market goes through a roller coaster motion every other hour.
While the financial turmoil is widely discussed by politicians and experts, other consequences of
the pandemic receive little to no attention from the authorities. For instance, the emotional toll
brought by the sudden change in educational formats. Leaving both teachers and students in an
academic limbo, the transitioning to the online system was turbulent. As the COVID-19 cases rose,
so did the number of dropout students due to financial complications, demotivation, or lack of
future perspective.
Unfortunately, few institutions put effort into making online school an enjoyable and valid format of
learning. However, there were those that did pave the way for quality education solutions.
A good example is the inverted classroom method, which got popular in Brazilian High Schools
and kept students from dropping out, ensuring them independence to learn on their own way. In
this method, the teacher shares reliable sources and leads the class so they can study by
themselves. After the students have read the material, an online meeting is held, the subject is
discussed, and eventual doubts are solved.
The inverted classroom encourages healthy studying habits, stimulates the establishment of a
routine, and makes learning a much more personalized and rewarding experience. The teacher
assumes a tutor role, rather than an authority.
The public schools that successfully implemented this innovative online teaching method were
recognized by the Brazilian National Council of Secretaries of Education. In December 2020, 5
schools were awarded with the School Management Award, including one in a rural area. The first
place was awarded with a 30 thousand Brazilian Reais prize to purchase equipment.
As a public-school student, I have seen my teachers struggle with switching from one method to
another, fighting to assure proper equipment to those who did not have it. It is refreshing to know
the effort will not go to waste. The newly adopted stimulating method (and the ones that are to be) will continue to improve learning and its accessibility, by combining technology and passion for
education
Available at: https://blogs.worldbank.org/voices/how-covid-19-will-pave-way-better-and-more-accessible-education-brazil.
The R$30,000 School Management Award was meant to be used for:
Ano: 2023
Banca:
COSEAC
Órgão:
UFF
Prova:
COSEAC - 2023 - UFF - Transferência Facultativa - Tópicos de Ensino Superior - Inglês |
Q3378336
Inglês
Texto associado
TEXT 2
How COVID-19 will pave the way for better and more accessible education in Brazil
Blog by Isabela Melara Cavassin
Winner, 4th annual World Bank/Financial Times blog competition
JUNE 21, 2021
It is safe to say that the COVID-19 pandemic has left a mark in every aspect of our lives. Taking
the economy for example, the destruction trail left by the virus is made clear when 38 million US
citizens apply for unemployment benefits (compared to the 5.8 million that applied pre-covid), or
when the stock market goes through a roller coaster motion every other hour.
While the financial turmoil is widely discussed by politicians and experts, other consequences of
the pandemic receive little to no attention from the authorities. For instance, the emotional toll
brought by the sudden change in educational formats. Leaving both teachers and students in an
academic limbo, the transitioning to the online system was turbulent. As the COVID-19 cases rose,
so did the number of dropout students due to financial complications, demotivation, or lack of
future perspective.
Unfortunately, few institutions put effort into making online school an enjoyable and valid format of
learning. However, there were those that did pave the way for quality education solutions.
A good example is the inverted classroom method, which got popular in Brazilian High Schools
and kept students from dropping out, ensuring them independence to learn on their own way. In
this method, the teacher shares reliable sources and leads the class so they can study by
themselves. After the students have read the material, an online meeting is held, the subject is
discussed, and eventual doubts are solved.
The inverted classroom encourages healthy studying habits, stimulates the establishment of a
routine, and makes learning a much more personalized and rewarding experience. The teacher
assumes a tutor role, rather than an authority.
The public schools that successfully implemented this innovative online teaching method were
recognized by the Brazilian National Council of Secretaries of Education. In December 2020, 5
schools were awarded with the School Management Award, including one in a rural area. The first
place was awarded with a 30 thousand Brazilian Reais prize to purchase equipment.
As a public-school student, I have seen my teachers struggle with switching from one method to
another, fighting to assure proper equipment to those who did not have it. It is refreshing to know
the effort will not go to waste. The newly adopted stimulating method (and the ones that are to be) will continue to improve learning and its accessibility, by combining technology and passion for
education
Available at: https://blogs.worldbank.org/voices/how-covid-19-will-pave-way-better-and-more-accessible-education-brazil.
The underlined words in “Rewarding experience”, “innovative online teaching method”, and
“the newly adopted stimulating methods” are examples of:
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