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Read the text below and answer the questions:
New beginnings in Wrocław: The refugee students building brighter futures
Eighteen-year-old Daria hopes to begin studying psychology at the university in Wroclaw, Poland in the autumn. She already knows what career she wants to pursue: working with formerly incarcerated individuals to support their reintegration into society.
“I want to help people start a new life after having made mistakes,” Daria says. “I believe everyone deserves a chance to change, and I want to support them.” Three years ago, it wasn’t clear that Daria would be able to study psychology at all – or even graduate from secondary school. In early 2022, with the escalation of the war in Ukraine, she was forced to leave her home of Kryvyi Rih in central Ukraine for Wroclaw, together with her mother and younger brother.
Daria was one of hundreds of Ukrainians who ended up at the same high school in Wroclaw. Wrocław’s multicultural identity has long been a source of pride, and the school is no different: out of its 1,500 students, 500 are from Ukraine. There are also students from Belarus, Kyrgyzstan and Kenya, among other countries.
Still, the transition to life in a different country, while being separated from loved ones who remained in Ukraine, was not easy. In the first few months, Daria herself needed psychological support.
Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.
Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.
Fortunately, she found support from the educators and staff at her school. This included the school psychologist, who is Polish but speaks Ukrainian. Her teachers also helped. “They genuinely do everything they can to help us adapt,” Daria says.
“They show us that they are learning together with us – they’re not pretending to know everything. They make mistakes too, they apologize, and everything feels very natural and supportive.”
For 18-year-old Kamila, who graduated from the same high school this year, the language barrier was the greatest challenge. “You don’t immediately understand what the teachers are saying, and you have to ask several times,” she says. “They couldn’t really explain either, because they didn’t speak Ukrainian. That was very hard for me.”
Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments. Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments.
Subjects like physics and biology were especially difficult because of the complex technical vocabulary. “I had to learn every term from scratch,” says Kamila, who came from IvanoFrankivsk, western Ukraine, with her family in 2022.
Learning Polish wasn’t only key to succeeding in school, but to feeling connected. “Only after I overcame the language barrier I did start participating in extracurricular activities at school,” Kamila explains. “It was important for me to build friendships with Polish students too.”
Despite these difficulties, Kamila now dreams of becoming a translator and is currently learning English and German in addition to Polish.
Seventeen-year-old Sofia, another graduate of the high school, shares this love of language. She studies English, Polish and German. “Aside from languages, I also love history,” she says.
Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.
Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.
Sofia’s passion for history deepened her connection to Wrocław, one of Poland’s oldest and most culturally rich cities. “I really like Wrocław, and right now I think that if my future is in Poland, it will be in this city,” she says.
Like many of her peers, Sofia’s first steps in a new country were filled with fear and uncertainty.
“At the beginning, it was a bit scary – a different country, a different culture, a different language,” she recalls. “But there were actually many kind people who were ready to help. Thanks to them, I managed to adapt, and now I feel quite good living here.”
As well as graduating with honors from her school in Ukraine, in Wroclaw, Sofia received the red stripe distinction, a special recognition for outstanding academic results in Polish schools. She also earned a scholarship for being the top-performing student in the school last year.
Seventeen-year-old Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.
Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.
Her family has recently decided to stay in Poland.
“Our daughter sees her future here, and we are ready to support her decision,” her mother Tetiana says.
These stories are a powerful reminder of the resilience and potential of young people when they are given the right opportunities and support.
As we mark International Youth Day, UNICEF celebrates youth like Daria, Kamila and Sofia – who, despite the trauma of war and displacement, are building their futures through education, courage, and determination.
UNICEF, in partnership with local governments and civil society, remains committed to ensuring that every young person has access to quality education and support, no matter their background or circumstances.
This work for refugee children and caregivers from Ukraine in Poland is made possible thanks to the generous support of the Bureau of Population, Refugees, and Migration of the US Department of State (PRM) and the Government of the Republic of Korea and the Government of Japan.
Source: https://www.unicef.org/eca/stories/new-beginnings-in-Wroclaw
Kamila's account of her adaptation process in Poland addresses multiple dimensions of immigrant student experience. The narrative presents her challenges and how she overcame them through various strategies.
Which statement most precisely articulates the relationship between linguistic development and social engagement as evidenced by the textual progression?
Read the text below and answer the questions:
New beginnings in Wrocław: The refugee students building brighter futures
Eighteen-year-old Daria hopes to begin studying psychology at the university in Wroclaw, Poland in the autumn. She already knows what career she wants to pursue: working with formerly incarcerated individuals to support their reintegration into society.
“I want to help people start a new life after having made mistakes,” Daria says. “I believe everyone deserves a chance to change, and I want to support them.” Three years ago, it wasn’t clear that Daria would be able to study psychology at all – or even graduate from secondary school. In early 2022, with the escalation of the war in Ukraine, she was forced to leave her home of Kryvyi Rih in central Ukraine for Wroclaw, together with her mother and younger brother.
Daria was one of hundreds of Ukrainians who ended up at the same high school in Wroclaw. Wrocław’s multicultural identity has long been a source of pride, and the school is no different: out of its 1,500 students, 500 are from Ukraine. There are also students from Belarus, Kyrgyzstan and Kenya, among other countries.
Still, the transition to life in a different country, while being separated from loved ones who remained in Ukraine, was not easy. In the first few months, Daria herself needed psychological support.
Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.
Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.
Fortunately, she found support from the educators and staff at her school. This included the school psychologist, who is Polish but speaks Ukrainian. Her teachers also helped. “They genuinely do everything they can to help us adapt,” Daria says.
“They show us that they are learning together with us – they’re not pretending to know everything. They make mistakes too, they apologize, and everything feels very natural and supportive.”
For 18-year-old Kamila, who graduated from the same high school this year, the language barrier was the greatest challenge. “You don’t immediately understand what the teachers are saying, and you have to ask several times,” she says. “They couldn’t really explain either, because they didn’t speak Ukrainian. That was very hard for me.”
Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments. Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments.
Subjects like physics and biology were especially difficult because of the complex technical vocabulary. “I had to learn every term from scratch,” says Kamila, who came from IvanoFrankivsk, western Ukraine, with her family in 2022.
Learning Polish wasn’t only key to succeeding in school, but to feeling connected. “Only after I overcame the language barrier I did start participating in extracurricular activities at school,” Kamila explains. “It was important for me to build friendships with Polish students too.”
Despite these difficulties, Kamila now dreams of becoming a translator and is currently learning English and German in addition to Polish.
Seventeen-year-old Sofia, another graduate of the high school, shares this love of language. She studies English, Polish and German. “Aside from languages, I also love history,” she says.
Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.
Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.
Sofia’s passion for history deepened her connection to Wrocław, one of Poland’s oldest and most culturally rich cities. “I really like Wrocław, and right now I think that if my future is in Poland, it will be in this city,” she says.
Like many of her peers, Sofia’s first steps in a new country were filled with fear and uncertainty.
“At the beginning, it was a bit scary – a different country, a different culture, a different language,” she recalls. “But there were actually many kind people who were ready to help. Thanks to them, I managed to adapt, and now I feel quite good living here.”
As well as graduating with honors from her school in Ukraine, in Wroclaw, Sofia received the red stripe distinction, a special recognition for outstanding academic results in Polish schools. She also earned a scholarship for being the top-performing student in the school last year.
Seventeen-year-old Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.
Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.
Her family has recently decided to stay in Poland.
“Our daughter sees her future here, and we are ready to support her decision,” her mother Tetiana says.
These stories are a powerful reminder of the resilience and potential of young people when they are given the right opportunities and support.
As we mark International Youth Day, UNICEF celebrates youth like Daria, Kamila and Sofia – who, despite the trauma of war and displacement, are building their futures through education, courage, and determination.
UNICEF, in partnership with local governments and civil society, remains committed to ensuring that every young person has access to quality education and support, no matter their background or circumstances.
This work for refugee children and caregivers from Ukraine in Poland is made possible thanks to the generous support of the Bureau of Population, Refugees, and Migration of the US Department of State (PRM) and the Government of the Republic of Korea and the Government of Japan.
Source: https://www.unicef.org/eca/stories/new-beginnings-in-Wroclaw
The text establishes a relationship between Wrocław's identity and the demographic composition of the high school attended by Ukrainian refugee students. This structural choice in presenting information carries implications for understanding the institutional context.
Analyze which interpretation most accurately reflects the author's argumentative strategy regarding institutional multiculturalism.
Read the text below and answer the questions:
New beginnings in Wrocław: The refugee students building brighter futures
Eighteen-year-old Daria hopes to begin studying psychology at the university in Wroclaw, Poland in the autumn. She already knows what career she wants to pursue: working with formerly incarcerated individuals to support their reintegration into society.
“I want to help people start a new life after having made mistakes,” Daria says. “I believe everyone deserves a chance to change, and I want to support them.” Three years ago, it wasn’t clear that Daria would be able to study psychology at all – or even graduate from secondary school. In early 2022, with the escalation of the war in Ukraine, she was forced to leave her home of Kryvyi Rih in central Ukraine for Wroclaw, together with her mother and younger brother.
Daria was one of hundreds of Ukrainians who ended up at the same high school in Wroclaw. Wrocław’s multicultural identity has long been a source of pride, and the school is no different: out of its 1,500 students, 500 are from Ukraine. There are also students from Belarus, Kyrgyzstan and Kenya, among other countries.
Still, the transition to life in a different country, while being separated from loved ones who remained in Ukraine, was not easy. In the first few months, Daria herself needed psychological support.
Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.
Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.
Fortunately, she found support from the educators and staff at her school. This included the school psychologist, who is Polish but speaks Ukrainian. Her teachers also helped. “They genuinely do everything they can to help us adapt,” Daria says.
“They show us that they are learning together with us – they’re not pretending to know everything. They make mistakes too, they apologize, and everything feels very natural and supportive.”
For 18-year-old Kamila, who graduated from the same high school this year, the language barrier was the greatest challenge. “You don’t immediately understand what the teachers are saying, and you have to ask several times,” she says. “They couldn’t really explain either, because they didn’t speak Ukrainian. That was very hard for me.”
Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments. Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments.
Subjects like physics and biology were especially difficult because of the complex technical vocabulary. “I had to learn every term from scratch,” says Kamila, who came from IvanoFrankivsk, western Ukraine, with her family in 2022.
Learning Polish wasn’t only key to succeeding in school, but to feeling connected. “Only after I overcame the language barrier I did start participating in extracurricular activities at school,” Kamila explains. “It was important for me to build friendships with Polish students too.”
Despite these difficulties, Kamila now dreams of becoming a translator and is currently learning English and German in addition to Polish.
Seventeen-year-old Sofia, another graduate of the high school, shares this love of language. She studies English, Polish and German. “Aside from languages, I also love history,” she says.
Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.
Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.
Sofia’s passion for history deepened her connection to Wrocław, one of Poland’s oldest and most culturally rich cities. “I really like Wrocław, and right now I think that if my future is in Poland, it will be in this city,” she says.
Like many of her peers, Sofia’s first steps in a new country were filled with fear and uncertainty.
“At the beginning, it was a bit scary – a different country, a different culture, a different language,” she recalls. “But there were actually many kind people who were ready to help. Thanks to them, I managed to adapt, and now I feel quite good living here.”
As well as graduating with honors from her school in Ukraine, in Wroclaw, Sofia received the red stripe distinction, a special recognition for outstanding academic results in Polish schools. She also earned a scholarship for being the top-performing student in the school last year.
Seventeen-year-old Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.
Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.
Her family has recently decided to stay in Poland.
“Our daughter sees her future here, and we are ready to support her decision,” her mother Tetiana says.
These stories are a powerful reminder of the resilience and potential of young people when they are given the right opportunities and support.
As we mark International Youth Day, UNICEF celebrates youth like Daria, Kamila and Sofia – who, despite the trauma of war and displacement, are building their futures through education, courage, and determination.
UNICEF, in partnership with local governments and civil society, remains committed to ensuring that every young person has access to quality education and support, no matter their background or circumstances.
This work for refugee children and caregivers from Ukraine in Poland is made possible thanks to the generous support of the Bureau of Population, Refugees, and Migration of the US Department of State (PRM) and the Government of the Republic of Korea and the Government of Japan.
Source: https://www.unicef.org/eca/stories/new-beginnings-in-Wroclaw
The text presents Daria's career aspiration through her articulated statements about working with formerly incarcerated individuals. Her professional goals reflect a particular worldview regarding human behavior and social reintegration.
Which alternative most accurately captures the ideological foundation that informs Daria's professional aspiration?
Julgue as afirmativas abaixo como VERDADEIRAS (V) ou FALSAS (F).
(__) A interdisciplinaridade não implica a supressão das disciplinas, mas sua interação coordenada em torno de problemas complexos que não podem ser compreendidos adequadamente a partir de uma única perspectiva epistemológica.
(__) A integração entre áreas do conhecimento pode assumir diferentes graus, desde a coordenação temática até a construção de matrizes curriculares organizadas por áreas amplas, como Linguagens, Ciências da Natureza e Ciências Humanas, modelo adotado em diversas reformas educacionais.
(__) A transversalidade emerge como resposta à fragmentação disciplinar consolidada a partir da modernidade científica, especialmente com a consolidação do paradigma cartesiano -newtoniano, que operou por meio da especialização progressiva do saber.
Assinale a alternativa que indica a sequência correta.
Lea el siguiente enunciado y considere su adecuación discursiva:
“A pesar de las dificultades iniciales, el equipo logró cumplir los objetivos propuestos dentro del plazo establecido.”
Desde la perspectiva de la producción y el análisis de textos simples en lengua española, seleccione la alternativa correcta.
Complete adecuadamente el enunciado siguiente, considerando la relación lógico-discursiva establecida entre los segmentos y el valor semántico preciso del conector a ser empleado:
“El proyecto fue aprobado por unanimidad tras un largo proceso de evaluación técnica y jurídica; ________, se activaron automáticamente los procedimientos administrativos previstos en la normativa vigente.”
Seleccione la alternativa que completa la lacuna sin alterar el encadenamiento argumentativo ni el sentido global del texto.
Considere el siguiente enunciado:
“El informe fue revisado varias veces; sin embargo, persistieron inconsistencias que comprometieron su credibilidad.”
Desde el punto de vista de la cohesión y la coherencia textual, seleccione la alternativa correcta.
En el siguiente enunciado: “Cuando llegues, ya habremos terminado el informe”, el sistema verbal expresa una relación temporal específica.
Señale la alternativa que describe correctamente el valor de los tiempos verbales empleados.
Los pronombres personales átonos en español obedecen a reglas específicas de forma, orden y colocación, especialmente cuando aparecen combinados os integrados a estructuras verbales simples.
Con base en estas normas, señale la alternativa en la que el uso y la colocación de los pronombres personales átonos son plenamente correctos.
En la frase “Lo importante no es ganar, sino comprender el proceso”, el empleo del artículo neutro lo cumple una función específica dentro del sistema gramatical del español.
Señale la alternativa que explica correctamente el valor semántico y sintáctico de dicho uso.
En el fragmento siguiente, analice las relaciones semánticas establecidas entre los términos destacados y su funcionamiento en el texto:
“La solución propuesta parecía clara al inicio, pero su aplicación reveló un proceso complejo, ambiguo y, en ciertos aspectos, contradictorio.”
A partir de la sinonimia, la antonimia y la polisemia implicadas en el fragmento, señale la alternativa correcta.
Los sustantivos heterogenéricos presentan diferente género gramatical entre español y portugués. Analice los siguientes casos:
I. "El puente" (español) / "a ponte" (portugués) - masculino/femenino
II. "La leche" (español) / "o leite" (portugués) - femenino/masculino
III. "El viaje" (español) / "a viagem" (portugués) - masculino/femenino
IV. "La costumbre" (español) / "o costume" (portugués) - femenino/masculino
V. "El color" (español) / "a cor" (portugués) - masculino/femenino
¿Cuál alternativa presenta SOLAMENTE sustantivos heterogenéricos con la clasificación de género correcta?
Observe las siguientes palabras del español y analice las reglas de acentuación gráfica, considerando las diferencias con el portugués:
Grupo A: histórico, política, lingüística, características
Grupo B: además, también, opción, café
Grupo C: examen, volumen, joven, origen
Evalúe las afirmaciones sobre acentuación y ortografía:
I. Las palabras del Grupo A son esdrújulas y llevan tilde obligatoriamente en español, mientras que en portugués brasileño sus equivalentes ("histórico", "política") también mantienen acentuación gráfica obligatoria por ser proparoxítonas.
II. El Grupo B contiene palabras agudas terminadas en vocal, "n" o "s", que llevan tilde en español; sin embargo, "café" en portugués brasileño no lleva acento gráfico por terminar en "e" tónico.
III. El Grupo C presenta palabras graves/llanas terminadas en "n" que NO llevan tilde en español, diferenciándose del portugués donde "examen" y "origen" llevarían acento por ser paroxítonas terminadas en consonante.
IV. La palabra "lingüística" emplea diéresis sobre la "u" para indicar que debe pronunciarse [gw], fenómeno ortográfico compartido con el portugués en palabras como "linguística".
¿Qué combinación contiene exclusivamente afirmaciones correctas?
Analice los siguientes fragmentos representativos de diferentes géneros textuales en español.
Fragmento A: “Art. 14. Todos los ciudadanos son iguales ante la ley.”
Fragmento B: “¡Qué hermoso día! El sol brilla con intensidad.”
Fragmento C: “Batir 3 huevos. Añadir 200 g de harina tamizada.”
¿Cuál afirmación es correcta respecto a estos fragmentos?
Un estudiante brasileño de español encuentra las siguientes palabras en sus estudios: "embarazada", "exquisito", "oficina", "largo", "apellido". Evalúe las afirmaciones sobre la relación semántica entre español y portugués:
I. "Embarazada" es falso cognado que significa "grávida/gestante" en español, no "envergonhada" como podría interpretar un lusohablante.
II. "Exquisito" mantiene equivalencia semántica parcial con el portugués, pero en español también significa "delicioso", uso menos común en portugués brasileño contemporáneo.
III. "Oficina" funciona como cognato verdadero significando "escritório" en ambos idiomas, sin divergencia semántica relevante.
IV. "Largo" es falso cognado que significa "comprido/longo" en español, mientras que en portugués significa "amplo/espaçoso".
¿Qué combinación contiene exclusivamente afirmaciones correctas?
Lea el texto a continuación:
A veces creo que la tristeza me devorará
como a veces me devora la alegría.
Muchas veces me da un hambre loco
y me como todo lo que encuentro en la casa
combinado de cualquier manera
pero de cualquier manera
crudo y todas las variantes.
Comienzo con un cigarrillo y en adelante todo
en raciones pequeñitas.
Microsandwichitos de cualquier cosa
dos panes con un caramelo adentro.
(LAGUNA, Fernanda. Control o no control. Poemas 1999-2011. Buenos Aires: Mansalva Editorial) A partir del fragmento presentado, señale la alternativa que infiere correctamente el sentido construido en el poema, considerando la relación entre las imágenes, las repeticiones y el estado subjetivo del yo lírico.
Considere el texto:
Haré un poema de la pura nada.
Tú y yo seremos los protagonistas.
Nuestro vacío, nuestras soledades
ni un solo instante compartidas, nuestro
mortal aburrimiento, la derrota
diaria, serán cosas que se encuentren
en el poema, que no será largo,
porque todo eso cabe en unos pocos
versos, tal vez en nueve nada más,
o en diez, si cuento este que lo cierra.
(DE CUENCA, Luis Alberto. La caja de plata. Madrid: Hiperión, 1985)
A partir del fragmento presentado, señale la alternativa que interpreta correctamente el procedimiento poético y el efecto de sentido construido en el poema.
A temporalidade histórica constitui um dos eixos estruturantes da epistemologia da História, definindo a forma como o historiador concebe, organiza e interpreta as experiências humanas no tempo. Acerca desse assunto, analise as afirmativas abaixo.
I. Do ponto de vista teórico, a temporalidade histórica rompe com a ideia de um tempo linear e progressivo. A historiografia contemporânea, sobretudo no âmbito da Escola Marxista, passou a compreender os fenômenos históricos a partir da noção de múltiplas durações, articulando permanências, rupturas, acelerações e continuidades.
II. Diferentemente da noção de tempo cronológico, homogêneo e mensurável, herdada das ciências naturais, a temporalidade histórica é qualitativa, plural e socialmente construída, sendo inseparável das representações, práticas e estruturas que conformam as sociedades ao longo do processo histórico.
III. Do ponto de vista metodológico, trabalhar com a temporalidade histórica implica reconhecer que diferentes sujeitos e grupos sociais experienciam o tempo de maneira desigual. Classes sociais, comunidades tradicionais, povos indígenas, grupos urbanos ou rurais constroem regimes temporais específicos, que influenciam práticas econômicas, formas de sociabilidade, rituais e concepções de futuro.
Está(ão) CORRETA(S) a(s) seguinte(s) afirmativa(s):
Conheça nossos planos