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Q4014462
Inglês
According to the reading strategies proposed
by Grellet (1981), the process of inferencing is
essential for a complete understanding of technical
texts. When a reader encounters a sentence like
"The algorithm's outputs were biased; consequently,
the developers had to recalibrate the training set,"
the reader performs an inference by:
GRELLET, F. Developing Reading Skills: A practical guide to reading comprehension exercises. Cambridge: Cambridge University Press, 1981.
GRELLET, F. Developing Reading Skills: A practical guide to reading comprehension exercises. Cambridge: Cambridge University Press, 1981.
Q4014461
Inglês
In the process of syllabus design for English
for Specific Purposes (ESP), the "Target Situation
Analysis" (TSA) functions as a fundamental
diagnostic tool. Beyond simple vocabulary
identification, a robust TSA is conducted in this
framework to:
DUDLEY-EVANS, T.; ST JOHN, M. J. Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge: Cambridge University Press, 1998.
DUDLEY-EVANS, T.; ST JOHN, M. J. Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge: Cambridge University Press, 1998.
Q4014460
Inglês
Match the ESP theoretical concepts
(Column I) with their respective pedagogical
focuses (Column II), according to the framework
by Hutchinson & Waters:
HUTCHINSON, T.; WATERS, A. English for Specific Purposes: A learning-centred approach. Cambridge: Cambridge University Press, 1987.
Column I
(1) Language-centered approach.
(2) Skills centered approach
(3) Learning-centered approach.
Column II
( ) Focuses on the learner's cognitive processes and mental paths to acquire knowledge.
( ) Focuses on the underlying thinking processes and strategies required for professional tasks.
( ) Focuses primarily on the linguistic features and lexical items of the target situation.
Choose the alternative below that presents the correct sequence from top to bottom:
HUTCHINSON, T.; WATERS, A. English for Specific Purposes: A learning-centred approach. Cambridge: Cambridge University Press, 1987.
Column I
(1) Language-centered approach.
(2) Skills centered approach
(3) Learning-centered approach.
Column II
( ) Focuses on the learner's cognitive processes and mental paths to acquire knowledge.
( ) Focuses on the underlying thinking processes and strategies required for professional tasks.
( ) Focuses primarily on the linguistic features and lexical items of the target situation.
Choose the alternative below that presents the correct sequence from top to bottom:
Q4014459
Inglês
The integration of Generative Artificial
Intelligence (AI) in English Language Teaching
(ELT) has introduced the concept of "AI Literacy."
In a pedagogical approach that seeks to move
beyond the mere substitution of traditional tasks, a
teacher encourages students to use AI to generate
multiple versions of a technical abstract and then
critically compare them for stylistic nuances and
factual accuracy. According to the principles of
digital literacies in the AI era, this practice primarily
aims to:
Q4014458
Inglês
Texto associado
GenAI and the Future of Literacy
The integration of Generative Artificial Intelligence (GenAI) in education has sparked a debate about the evolution of writing. According to The Guardian (2024), while some fear the erosion of basic skills, a pedagogical approach that seeks to move beyond the mere substitution of traditional tasks focuses on "AI Literacy." In this framework, teachers encourage students to use AI to generate multiple versions of a technical abstract and then critically compare them for stylistic nuances and factual accuracy. This practice primarily aims to develop students' critical evaluative skills and their ability to act as "human-in-the-loop" editors, ensuring that technology serves as a cognitive scaff old rather than a replacement for human agency.
THE GUARDIAN. GenAI and the Newsroom. Londres, 15 ago. 2024. Disponível em: https://www.theguardian.com. Acesso em: 05 fev. 2026.
Based on the text regarding "AI Literacy"
and the integration of GenAI in education, analyze
the following statements as True (T) or False (F):
( ) The "AI Literacy" framework focuses on the complete substitution of traditional writing tasks by automated AI tools.
( ) Critical comparison of AI-generated texts aims to enhance students' ability to identify stylistic nuances and factual errors.
( ) The pedagogical approach described encourages students to act as passive recipients of machine-generated content.
( ) The "human-in-the-loop" model ensures that human agency remains central to the writing and editing process.
( ) "Cognitive scaffolding" in this context implies that AI should eventually replace the need for human evaluative skills.
Choose the alternative that presents the correct sequence - from top to bottom:
( ) The "AI Literacy" framework focuses on the complete substitution of traditional writing tasks by automated AI tools.
( ) Critical comparison of AI-generated texts aims to enhance students' ability to identify stylistic nuances and factual errors.
( ) The pedagogical approach described encourages students to act as passive recipients of machine-generated content.
( ) The "human-in-the-loop" model ensures that human agency remains central to the writing and editing process.
( ) "Cognitive scaffolding" in this context implies that AI should eventually replace the need for human evaluative skills.
Choose the alternative that presents the correct sequence - from top to bottom:
Q4014457
Inglês
Texto associado
The Role of Materials in ESP
In the ESP context, the use of authentic materials is not an end in itself, but a means to an end. Such materials are selected because they provide the 'carrier content'—the technical or professional information - through which the 'real content' (the target language structures and skills) is practiced. According to Dudley-Evans and St John, the authenticity of the task is often more important than the authenticity of the text itself. By using a technical manual in an 'Agroecology' course, the instructor ensures that the classroom environment mirrors the communicative demands of the students' future professional lives."
DUDLEY-EVANS, T.; ST JOHN, M. J. Developments in English for Specific Purposes: a multi-disciplinary approach. Cambridge: Cambridge University Press, 1998. p. 115.
A teacher selects a technical manual for an
"Agroecology" course. According to the framework
established by Dudley-Evans and St John (1998),
the primary justification for this choice is that:
Q4014456
Linguística
Analyze the following excerpt: "The
laboratory implemented a new security protocol.
This decision aimed to reduce chemical exposure."
Following Halliday and Hasan’s theory, the bolded
term functions as:
HALLIDAY, M.A.K.; HASAN, R. Cohesion in English. London: Longman, 1976.
HALLIDAY, M.A.K.; HASAN, R. Cohesion in English. London: Longman, 1976.
Q4014455
Inglês
A teacher uses the flipped classroom
model for a lesson on "Technical Manuals," where
students watch video tutorials at home and use
class time for collaborative problem-solving. This
practice:
Q4014454
Inglês
Within the framework of Computer-Assisted
Language Learning (CALL), the distinction between
communication modes is essential for instructional
design. According to the structural properties of
digital interaction, "Asynchronous Communication"
is characterized by:
KERN, R. Technology and language learning. In: SIMPSON, J. (Ed.). The Routledge Handbook of Applied Linguistics. London: Routledge, 2011.
KERN, R. Technology and language learning. In: SIMPSON, J. (Ed.). The Routledge Handbook of Applied Linguistics. London: Routledge, 2011.
Q4014453
Inglês
Texto associado
Read the text below and answer question.
ESP is not a matter of teaching 'specialized varieties'
of English. The fact that some language features
may be more statistically common in a particular
context does not create a new form of language.
Rather, ESP is an approach to language learning
which is based on learner need. The foundation
of ESP lies in the question: 'Why does this learner
need to learn a foreign language?'. Consequently,
the design of a syllabus for a Civil Engineering
module must prioritize the communicative demands
of the professional field over general linguistic
abstraction."
HUTCHINSON, T.; WATERS, A. English for Specific
Purposes: a learning-centered approach. Cambridge:
Cambridge University Press, 1987. p. 19.
A professor at a Federal Institute is designing
an English module for "Civil Engineering" students.
Based on the principles of Hutchinson and Waters,
presented in the text, the selection of materials for
this course should primarily reflect which underlying
ESP principle?
Q4014341
Inglês
Texto associado
Read text I and then answer the question below.
TEXT I
“Through the Law Enforcement Officers Killed and Assaulted (LEOKA) Data Collection, the FBI provides data
and training that helps keep law enforcement officers safe as they protect the nation’s communities. The goal
is to provide relevant, high quality, potentially lifesaving information to law enforcement agencies focusing on
why an incident occurred, as opposed to what occurred during the incident, with the hope of preventing future
incidents. The data collected is analyzed by the LEOKA team and the results are incorporated into the officer
safety awareness training the FBI provides for partner agencies.
LEOKA’S Three-Tier Approach
LEOKA has a three-tier approach in order to fulfill its mission and promote officer safety awareness to the law
enforcement community nationwide:
▪ Data collection: Data on line-of-duty deaths and assaults are collected from participating agencies
across the country through the FBI’s Uniform Crime Reporting (UCR) Program, and the recent
expansion of the data collection methods are providing even more facts that can be studied by experts
and officer safety trainers in order to tailor training to real world circumstances. The data are also
published annually in the Bureau’s Law Enforcement Officers Killed and Assaulted report.
▪ Research: Over the years, researchers led by the LEOKA Data Collection have been conducting indepth research using UCR data collected regarding incidents in which officers are killed or assaulted.
The published research gives officers a sharper understanding of what types of scenarios and
circumstances have resulted in fatalities and assaults. These articles and publications also contain
information obtained through extensive interviews with officers and offenders involved in critical
incidents to develop lessons learned, trends and curriculum development for the FBI’s Officer Safety
Awareness Training (OSAT).
▪ Training: The objective of the Bureau’s OSAT, which has been provided to thousands of our law
enforcement partners in the U.S. and abroad, is to assist law enforcement managers, trainers, and
personnel with identifying issues and circumstances that may contribute to officer deaths and assaults
and help prevent them. Data has shown an increase in ambushes on our nation’s law enforcement
officers. As a result, LEOKA trainers are studying the data with the purpose of shaping future training
to help reverse this trend with information and education.
LEOKA Criteria
The data collected under the auspices of the LEOKA Data Collection involves law enforcement officers who
meet a certain set of criteria established by the FBI.
General Criteria
The publishable data pertains to felonious deaths, accidental deaths, and assaults of duly sworn city, university
and college, county, state, tribal, and federal law enforcement officers who, at the time of the incident, met the
following criteria:
▪ Wore/carried a badge (ordinarily)
▪ Carried a firearm (ordinarily)
▪ Were duly sworn and had full arrest powers
▪ Were members of a law enforcement agency
▪ Were acting in an official capacity, whether on or off duty, at the time of the incident
▪ If killed, the deaths were directly related to the injuries received during the incidentes.”
Source (adapted): Federal Bureau of Investigation - FBI. Available at: https://www.fbi.gov/how-we-can-help-you/more-fbiservices-and-information/ucr/leoka Accessed on: September 08, 2025.
All the alternatives match the meaning of the word “awareness” as used in the sentence,
EXCEPT:
“The data collected is analyzed by the LEOKA team and the results are incorporated into the officer safety awareness training the FBI provides for partner agencies.”
“The data collected is analyzed by the LEOKA team and the results are incorporated into the officer safety awareness training the FBI provides for partner agencies.”
Q4014340
Inglês
Texto associado
Read text I and then answer the question below.
TEXT I
“Through the Law Enforcement Officers Killed and Assaulted (LEOKA) Data Collection, the FBI provides data
and training that helps keep law enforcement officers safe as they protect the nation’s communities. The goal
is to provide relevant, high quality, potentially lifesaving information to law enforcement agencies focusing on
why an incident occurred, as opposed to what occurred during the incident, with the hope of preventing future
incidents. The data collected is analyzed by the LEOKA team and the results are incorporated into the officer
safety awareness training the FBI provides for partner agencies.
LEOKA’S Three-Tier Approach
LEOKA has a three-tier approach in order to fulfill its mission and promote officer safety awareness to the law
enforcement community nationwide:
▪ Data collection: Data on line-of-duty deaths and assaults are collected from participating agencies
across the country through the FBI’s Uniform Crime Reporting (UCR) Program, and the recent
expansion of the data collection methods are providing even more facts that can be studied by experts
and officer safety trainers in order to tailor training to real world circumstances. The data are also
published annually in the Bureau’s Law Enforcement Officers Killed and Assaulted report.
▪ Research: Over the years, researchers led by the LEOKA Data Collection have been conducting indepth research using UCR data collected regarding incidents in which officers are killed or assaulted.
The published research gives officers a sharper understanding of what types of scenarios and
circumstances have resulted in fatalities and assaults. These articles and publications also contain
information obtained through extensive interviews with officers and offenders involved in critical
incidents to develop lessons learned, trends and curriculum development for the FBI’s Officer Safety
Awareness Training (OSAT).
▪ Training: The objective of the Bureau’s OSAT, which has been provided to thousands of our law
enforcement partners in the U.S. and abroad, is to assist law enforcement managers, trainers, and
personnel with identifying issues and circumstances that may contribute to officer deaths and assaults
and help prevent them. Data has shown an increase in ambushes on our nation’s law enforcement
officers. As a result, LEOKA trainers are studying the data with the purpose of shaping future training
to help reverse this trend with information and education.
LEOKA Criteria
The data collected under the auspices of the LEOKA Data Collection involves law enforcement officers who
meet a certain set of criteria established by the FBI.
General Criteria
The publishable data pertains to felonious deaths, accidental deaths, and assaults of duly sworn city, university
and college, county, state, tribal, and federal law enforcement officers who, at the time of the incident, met the
following criteria:
▪ Wore/carried a badge (ordinarily)
▪ Carried a firearm (ordinarily)
▪ Were duly sworn and had full arrest powers
▪ Were members of a law enforcement agency
▪ Were acting in an official capacity, whether on or off duty, at the time of the incident
▪ If killed, the deaths were directly related to the injuries received during the incidentes.”
Source (adapted): Federal Bureau of Investigation - FBI. Available at: https://www.fbi.gov/how-we-can-help-you/more-fbiservices-and-information/ucr/leoka Accessed on: September 08, 2025.
Choose the alternative that best matches the meaning of the word “badge” as used in the
sentence:
“Wore/carried a badge (ordinarily).”
“Wore/carried a badge (ordinarily).”
Q4014339
Inglês
Texto associado
Read text I and then answer the question below.
TEXT I
“Through the Law Enforcement Officers Killed and Assaulted (LEOKA) Data Collection, the FBI provides data
and training that helps keep law enforcement officers safe as they protect the nation’s communities. The goal
is to provide relevant, high quality, potentially lifesaving information to law enforcement agencies focusing on
why an incident occurred, as opposed to what occurred during the incident, with the hope of preventing future
incidents. The data collected is analyzed by the LEOKA team and the results are incorporated into the officer
safety awareness training the FBI provides for partner agencies.
LEOKA’S Three-Tier Approach
LEOKA has a three-tier approach in order to fulfill its mission and promote officer safety awareness to the law
enforcement community nationwide:
▪ Data collection: Data on line-of-duty deaths and assaults are collected from participating agencies
across the country through the FBI’s Uniform Crime Reporting (UCR) Program, and the recent
expansion of the data collection methods are providing even more facts that can be studied by experts
and officer safety trainers in order to tailor training to real world circumstances. The data are also
published annually in the Bureau’s Law Enforcement Officers Killed and Assaulted report.
▪ Research: Over the years, researchers led by the LEOKA Data Collection have been conducting indepth research using UCR data collected regarding incidents in which officers are killed or assaulted.
The published research gives officers a sharper understanding of what types of scenarios and
circumstances have resulted in fatalities and assaults. These articles and publications also contain
information obtained through extensive interviews with officers and offenders involved in critical
incidents to develop lessons learned, trends and curriculum development for the FBI’s Officer Safety
Awareness Training (OSAT).
▪ Training: The objective of the Bureau’s OSAT, which has been provided to thousands of our law
enforcement partners in the U.S. and abroad, is to assist law enforcement managers, trainers, and
personnel with identifying issues and circumstances that may contribute to officer deaths and assaults
and help prevent them. Data has shown an increase in ambushes on our nation’s law enforcement
officers. As a result, LEOKA trainers are studying the data with the purpose of shaping future training
to help reverse this trend with information and education.
LEOKA Criteria
The data collected under the auspices of the LEOKA Data Collection involves law enforcement officers who
meet a certain set of criteria established by the FBI.
General Criteria
The publishable data pertains to felonious deaths, accidental deaths, and assaults of duly sworn city, university
and college, county, state, tribal, and federal law enforcement officers who, at the time of the incident, met the
following criteria:
▪ Wore/carried a badge (ordinarily)
▪ Carried a firearm (ordinarily)
▪ Were duly sworn and had full arrest powers
▪ Were members of a law enforcement agency
▪ Were acting in an official capacity, whether on or off duty, at the time of the incident
▪ If killed, the deaths were directly related to the injuries received during the incidentes.”
Source (adapted): Federal Bureau of Investigation - FBI. Available at: https://www.fbi.gov/how-we-can-help-you/more-fbiservices-and-information/ucr/leoka Accessed on: September 08, 2025.
According to the text, the publishable data from the LEOKA Data Collection refers to law
enforcement officers who were killed or assaulted and who, at the time of the incident, were, EXCEPT:
Q4014338
Inglês
Texto associado
Read text I and then answer the question below.
TEXT I
“Through the Law Enforcement Officers Killed and Assaulted (LEOKA) Data Collection, the FBI provides data
and training that helps keep law enforcement officers safe as they protect the nation’s communities. The goal
is to provide relevant, high quality, potentially lifesaving information to law enforcement agencies focusing on
why an incident occurred, as opposed to what occurred during the incident, with the hope of preventing future
incidents. The data collected is analyzed by the LEOKA team and the results are incorporated into the officer
safety awareness training the FBI provides for partner agencies.
LEOKA’S Three-Tier Approach
LEOKA has a three-tier approach in order to fulfill its mission and promote officer safety awareness to the law
enforcement community nationwide:
▪ Data collection: Data on line-of-duty deaths and assaults are collected from participating agencies
across the country through the FBI’s Uniform Crime Reporting (UCR) Program, and the recent
expansion of the data collection methods are providing even more facts that can be studied by experts
and officer safety trainers in order to tailor training to real world circumstances. The data are also
published annually in the Bureau’s Law Enforcement Officers Killed and Assaulted report.
▪ Research: Over the years, researchers led by the LEOKA Data Collection have been conducting indepth research using UCR data collected regarding incidents in which officers are killed or assaulted.
The published research gives officers a sharper understanding of what types of scenarios and
circumstances have resulted in fatalities and assaults. These articles and publications also contain
information obtained through extensive interviews with officers and offenders involved in critical
incidents to develop lessons learned, trends and curriculum development for the FBI’s Officer Safety
Awareness Training (OSAT).
▪ Training: The objective of the Bureau’s OSAT, which has been provided to thousands of our law
enforcement partners in the U.S. and abroad, is to assist law enforcement managers, trainers, and
personnel with identifying issues and circumstances that may contribute to officer deaths and assaults
and help prevent them. Data has shown an increase in ambushes on our nation’s law enforcement
officers. As a result, LEOKA trainers are studying the data with the purpose of shaping future training
to help reverse this trend with information and education.
LEOKA Criteria
The data collected under the auspices of the LEOKA Data Collection involves law enforcement officers who
meet a certain set of criteria established by the FBI.
General Criteria
The publishable data pertains to felonious deaths, accidental deaths, and assaults of duly sworn city, university
and college, county, state, tribal, and federal law enforcement officers who, at the time of the incident, met the
following criteria:
▪ Wore/carried a badge (ordinarily)
▪ Carried a firearm (ordinarily)
▪ Were duly sworn and had full arrest powers
▪ Were members of a law enforcement agency
▪ Were acting in an official capacity, whether on or off duty, at the time of the incident
▪ If killed, the deaths were directly related to the injuries received during the incidentes.”
Source (adapted): Federal Bureau of Investigation - FBI. Available at: https://www.fbi.gov/how-we-can-help-you/more-fbiservices-and-information/ucr/leoka Accessed on: September 08, 2025.
According to Text I, what is the FBI’s main aim with “LEOKA Data Collection”?
Q4014337
Português
Marque a alternativa cujas palavras completam, CORRETAMENTE, na ordem de cima para
baixo, as lacunas dos períodos abaixo.
I. O policial chegou e ___________ vítima, levando-a ao hospital.
II. A mulher disse que o companheiro foi muito ___________ naquele dia.
III. Os vizinhos afirmaram que o homem sempre foi ___________.
IV. A vítima conseguiu pedir ajuda, ao perceber que o perigo era____________.
V. Pela__________ do agressor informada pela vítima, não seria difícil encontrá-lo.
I. O policial chegou e ___________ vítima, levando-a ao hospital.
II. A mulher disse que o companheiro foi muito ___________ naquele dia.
III. Os vizinhos afirmaram que o homem sempre foi ___________.
IV. A vítima conseguiu pedir ajuda, ao perceber que o perigo era____________.
V. Pela__________ do agressor informada pela vítima, não seria difícil encontrá-lo.
Q4014336
Português
Analise a seguinte oração e depois marque alternativa CORRETA.
A Polícia Militar prendeu mais de quatrocentos autores de violência doméstica em Minas.
Ao ser reescrita na voz passiva analítica, de acordo com a gramática normativa da Língua Portuguesa, a oração ficará assim:
A Polícia Militar prendeu mais de quatrocentos autores de violência doméstica em Minas.
Ao ser reescrita na voz passiva analítica, de acordo com a gramática normativa da Língua Portuguesa, a oração ficará assim:
Q4014335
Português
Governantes, policiais, vizinhos, familiares, enfim, todos temos o dever de proteger as vítimas da violência
doméstica.
Sobre a palavra destacada, quanto à estilística, está CORRETO afirmar.
Sobre a palavra destacada, quanto à estilística, está CORRETO afirmar.
Q4014334
Português
Texto associado
TEXTO II
MOTTA, Nando. Projeto: Em briga de marido e mulher, meta a colher e salve a mulher! Disponível em: https://pt.quizur.com/trivia/projeto-em-briga-de-marido-e-mulher-meta-a-colher-e-salve-a-mulher-Qxo5. Acesso em 04 de set. de 2025.
Marque a alternativa que apresenta a informação ERRADA em relação ao texto II.
Q4014333
Português
Texto associado
TEXTO I
Polícia Militar prende 432 autores de violência doméstica em Minas
Prisões são resultados da Operação Agosto Lilás, que teve como objetivo potencializar as ações
voltadas ao enfrentamento à violência contra a mulher
Ao longo do mês de agosto, a Polícia Militar de Minas Gerais (PMMG), por meio das Radiopatrulhas de
Proteção à Mulher (RpPM), realizou cerca de 5 mil operações de prevenção à violência doméstica em Minas,
que resultaram na prisão de 432 autores, sendo 198 decorrentes de mandados de prisão em aberto e o
restante em flagrante, todos com passagens por violência doméstica. No total, foram cerca de 3.600
abordados ao longo do mês.
A iniciativa fez parte da Operação Agosto Lilás, que teve como objetivo potencializar as ações voltadas ao
enfrentamento à violência contra a mulher, reafirmando o compromisso da Instituição com a defesa dos
direitos fundamentais e a promoção da segurança e bem-estar da população mineira, em especial das
mulheres.
Também foram realizadas cerca de 1.400 visitas preventivas pelas RpPM com base no Protocolo de Segunda
Resposta, voltado tanto às mulheres vítimas de violência quanto aos autores de violência doméstica, além de
distribuição de materiais educativos, 202 reuniões com os órgãos da Rede de Enfrentamento e 677 palestras
sobre o tema.
Segundo a chefe do Centro de Jornalismo Policial da PM, major Layla Brunnela, as prisões aconteceram nas
19 Regiões de Polícia Militar, tendo o maior volume de presos em Belo Horizonte, um total de 32. Ainda
segundo a major, os mandados de prisão foram decorrentes de uma ação conjunta com a Força Integrada de
Combate ao Crime Organizado (Ficco) que analisou um banco de dados com indivíduos com passagens por
crimes diversos, entre eles de violência doméstica.
“A Polícia Militar mantém um trabalho contínuo para a proteção da mulher, sendo intensificado ao longo do
mês de agosto, e as prisões reforçam o combate ao autor que precisa ser penalizado e entender as
consequências de suas ações”, destacou.
Prevenção à Violência Doméstica
Desde 2010, a Polícia Militar mantém o serviço de Prevenção à Violência Doméstica (PVD), por meio das
Radiopatrulhas de Proteção à Mulher (RpPM).
Atualmente, o serviço de Prevenção à Violência Doméstica está presente de maneira fixa em 172 municípios
mineiros, com os demais sendo atendidos por Radiopatrulhas capacitadas.
“Pelo fato de estar nas ruas ostensivamente e presente nos 853 municípios, a Polícia Militar é a principal porta
de entrada das ocorrências de violência doméstica. Cabe destacar também que 100% da nossa tropa é
treinada e atualizada para atendimento às questões relacionadas ao tema e, principalmente, no acolhimento
à vítima”, finalizou a major.
AGÊNCIA MINAS. Polícia Militar prende 432 autores de violência doméstica em Minas. Disponível em:
https://www.agenciaminas.mg.gov.br/noticia/policia-militar-prende-432-autores-de-violencia-domestica-em-minas. Acesso em 04 de set.
de 2025.
Em relação ao texto I, analise as seguintes assertivas e responda ao que se pede.
I. O título anuncia e sintetiza a notícia de forma direta, informativa, mostrando uma ação imediata, eficaz e de interesse público. A linha fina amplia essa informação.
II. No texto I, o predomínio da linguagem denotativa, impacta o leitor emocionalmente, sobretudo pela subjetividade expressa nas falas da Major Layla.
III. O primeiro parágrafo da notícia, que pode ser chamado de lide, frustra as expectativas do leitor, pois não tem relação explícita com a manchete. O leitor se depara com informações complexas, infundadas e imensuráveis.
IV. A ação denominada Agosto Lilás se refere a um evento pontual e sazonal, que não inviabiliza as atividades rotineiras e perenes da Corporação voltadas à prevenção à violência doméstica.
Marque a alternativa CORRETA.
I. O título anuncia e sintetiza a notícia de forma direta, informativa, mostrando uma ação imediata, eficaz e de interesse público. A linha fina amplia essa informação.
II. No texto I, o predomínio da linguagem denotativa, impacta o leitor emocionalmente, sobretudo pela subjetividade expressa nas falas da Major Layla.
III. O primeiro parágrafo da notícia, que pode ser chamado de lide, frustra as expectativas do leitor, pois não tem relação explícita com a manchete. O leitor se depara com informações complexas, infundadas e imensuráveis.
IV. A ação denominada Agosto Lilás se refere a um evento pontual e sazonal, que não inviabiliza as atividades rotineiras e perenes da Corporação voltadas à prevenção à violência doméstica.
Marque a alternativa CORRETA.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
TCE-RN
Provas:
CESPE / CEBRASPE - 2026 - TCE-RN - Analista Administrativo - Especialidade: Tecnologia da Informação
|
CESPE / CEBRASPE - 2026 - TCE-RN - Analista Administrativo – Especialidade: Tecnologia da Informação (Infraestrutura, Segurança e Suporte) |
Q4014144
Inglês
Texto associado
One of the most widely read books in modern times is
Dale Carnegie’s How to Win Friends and Influence People.
The popular self-help work offers advice on how to manage
people and bring them around to your way of thinking. The
influential figures of ancient history had no such manual to guide
them, especially those leaders who ruled the world’s earliest
civilizations. They had to learn on the job. What worked for an
innovative female pharaoh in Egypt was not necessarily the
secret to success for the first Roman emperor or a
groundbreaking Chinese philosopher.
Patricia S. Daniels. The most influential figures of ancient history.
National Geographic, Washington D.C., p. 5, 2016 (adapted).
Judge the following item based on the previous text.
The word "groundbreaking", as used at the end of the text,
can be replaced with pioneering without this changing the
overall meaning of the sentence.
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