📝QUESTÕES DE MÚLTIPLA ESCOLHA
🔹12 Multiple Choice Questions | FIVE-Option Question |
❑ Leia o texto a seguir para responder às questões 37 a 39.
The voluminous literature dealing with the idea of human progress is decidedly a mixed bag.
While some of these writings are impressive and even inspiring, many of them are superficial, perhaps even ridiculous, in their reiteration (especially during the nineteenth century) of the comforting prospect that every day in every way we are growing better and better.
This kind of foolishness is manifested especially in discussions of such matters as economic, political, and moral progress, and of progress in art.[…]
From time to time, there seems to be real and measurable improvement in these areas.
At other times the opposite seems equally to be the case.
Thus the fervent belief of writers like the French sociophilosopher Auguste Comte in the inevitability of progress in all fields of human endeavor must be viewed as insupportable.
We cannot accept it any longer, even if we once thought it was true.
Progress in human knowledge is another matter. Here it is possible to argue cogently that progress is in the nature of things.
“Not only does each individual progress from day to day”, wrote French philosopher, mathematician, and mystic Blaise Pascal, “but mankind as a whole constantly progresses… in proportion as the universe grows older.”
The essence of man as a rational being, as a later historian would put it, is that he develops his potential capacities by accumulating the experience of past generations.
Just as in our individual lives we learn more and more from day to day and from year to year because we remember some at least of what we have learned and add our new knowledge to it, so in the history of the race the collective memory retains at least some knowledge from the past to which is added every new discovery.
The memories of individuals fail and the persons die, but the memory of the race is eternal, or at least it can be expected to endure as long as human beings continue to write books and read them, or – which becomes more and more common – store up their knowledge in other mediums for the use of future generations.
🔗Fonte: VAN DOREN, Charles. A History of Knowledge. Past, Present and Future.
New York. The Random House Publishing Group. 1991, p. XV-XVI.
37 – The sentence which describes an idea which is NOT in the text is
(A) the inevitability of progress in human knowledge stems from humanity's ability to retain and build upon past learning.
(B) the preservation of knowledge through books and other media ensures the continuity of intellectual progress across generations.
(C) many writings on human progress overly romanticize the idea that humanity is constantly improving in all aspects.
(D) human knowledge inconsistently advances through accumulated experience and preserved collective memory.
(E) individual and humanity progress heighten as experience and knowledge are accumulated.
💡 GABARITO D
🧩ANÁLISE DAS ALTERNATIVAS:
The sentence which describes an idea which is NOT in the text is
🔹A frase que descreve uma ideia que NÃO está no texto é
(A) ✅"The inevitability of progress in human knowledge stems from humanity's ability to retain and build upon past learning."
🔹Correta: Essa ideia está claramente no texto, especialmente nas passagens onde o autor fala sobre o "progresso no conhecimento humano" como algo que é possível de ser argumentado de forma lógica, já que "o progresso está na natureza das coisas". Ele também menciona que o progresso é acumulado com o aprendizado das gerações passadas.
🔹Explicação: Está diretamente alinhada com a ideia do texto de que o progresso em conhecimento acontece por meio da memória coletiva e do acúmulo de experiências passadas.
(B) ✅"The preservation of knowledge through books and other media ensures the continuity of intellectual progress across generations."
🔹Correta: O texto fala sobre a preservação do conhecimento e como isso garante a continuidade do progresso intelectual ao longo das gerações, mencionando como a memória coletiva se preserva em livros e outros meios.
🔹Explicação: O autor diz que "a memória da raça é eterna" e que o conhecimento é preservado em livros e outros meios.
(C) ✅"Many writings on human progress overly romanticize the idea that humanity is constantly improving in all aspects."
🔹Correta: O texto começa dizendo que muitas obras sobre o progresso humano são superficiais e até ridículas, principalmente por acreditarem que estamos melhorando constantemente em todas as áreas, o que o autor refuta.
🔹Explicação: O autor discorda da ideia de progresso constante e universal, o que está alinhado com a afirmação da alternativa.
(D) ❌"Human knowledge inconsistently advances through accumulated experience and preserved collective memory."
🔹Errada (Resposta correta): Embora o texto fale sobre o progresso do conhecimento humano, ele não diz que o progresso é inconsistente. Ao contrário, o autor argumenta que o progresso é acumulado e que o conhecimento é preservado, de maneira contínua, por meio da memória coletiva e das descobertas.
🔹Pegadinha: A palavra “inconsistently” (inconsistente) é a chave aqui. O texto não apresenta a ideia de que o progresso em conhecimento é inconsistente. Ele sugere que o conhecimento avança de maneira acumulativa e contínua ao longo do tempo.
(E) ✅"Individual and humanity progress heighten as experience and knowledge are accumulated."
🔹Correta: O texto descreve o progresso tanto no nível individual quanto no coletivo, indicando que indivíduos e a humanidade progridem à medida que experiências e conhecimentos são acumulados. Isso está em consonância com as ideias expressas no texto, especialmente na parte sobre "o progresso de cada indivíduo" e o "conhecimento acumulado das gerações passadas".
🔹Explicação: Isso reflete a visão do autor de que o progresso se dá com o acúmulo de experiência e conhecimento, tanto individualmente quanto coletivamente.
38 – Os termos abaixo, retirados do primeiro parágrafo, exercem no texto as funções indicadas após a seta, EXCETO em
(A) dealing → função adjetiva.
(B) writings → função substantiva.
(C) during → função adjetiva.
(D) comfortin →função adjetiva.
(E) growing → função verbal.
💡 GABARITO C
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39 – Na passagem "Here, it is possible to argue cogently that progress is in the nature of things.", a palavra COGENTLY pode ser melhor traduzida por
(A) urgentemente.
(B) indiscutivelmente.
(C) persuasivamente.
(D) indubitavelmente.
(E) concomitantemente.
💡 GABARITO C
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❑ Leia o texto a seguir para responder às questões 40 e 41.
The decline of teenagers reading is an impact on education
🔹"The decline of" ➡️ "Declínio de". Significado: A expressão "the decline of" é bastante comum para se referir a uma diminuição ou queda progressiva em algo. Em português, pode ser traduzida como "o declínio de" ou "a queda de".
🔹"Teenagers reading" ➡️ "Leitura dos adolescente"s. Significado: A expressão é simples e direta, referindo-se ao ato de adolescentes lerem. Embora não seja uma expressão idiomática no sentido tradicional, a combinação "teenagers reading" em inglês pode ser entendida como uma referência geral ao hábito de leitura entre os jovens.
🔹"Impact on" ➡️ "Impacto em". Significado: "Impact on" é uma expressão comum para indicar a influência ou efeito de algo em outra coisa. Em português, usamos "impacto em" ou "efeito sobre".
If you are a teenager reading this story, you are in the minority.
Statistics show that 80% of teenagers do not read for pleasure on a daily basis.
It is no coincidence that the teenage reading rate has declined as technology and social media have taken over nearly all aspects of teenage life.
With the downfall of teenage reading, may come the downfall of teenage education all together.
With technology taking over the world, teenagers have all the knowledge they need and more right at their fingertips.
There is no reason for people to open up nonfiction books anymore when they can simply pull out their phones and find any information on any topic.
The rise of technology has also dramatically affected the amount of fiction reading teenagers do as they would rather watch YouTube or keep up with their friends on Instagram than read an all-time classic like Harry Potter or Lord of the Rings.
Speaking of all-time great books, it seems like just about every bestseller has been turned into a movie that either gives the book a bad rap or receives great reviews and overshadows the book.
Why would anyone read a book for days or even weeks when they can just watch the movie in one sitting?
Teenagers have also stopped reading because of the amount of homework they are given, including any school-assigned reading.
When students are forced to read particular books in school that they may not be interested in, they begin to associate reading with work instead of pleasure or entertainment.
Reading books also always seems to take longer when it is one you are not interested in, which is often the case with school-assigned books.
No matter how boring teenagers find reading, its decline could have direct consequences for all teenagers and their education.
Reading is a major part of school, and without the ability to read at a high-level students could find it impossible to learn anything at all.
From history textbooks to English literature, reading is used in nearly every class of every school and is essential to getting a good education.
🔗Fonte: WHITAKER, Drew. The decline of teenagers reading is an impact on education. The Mirror, 15 dez. 2022. Disponível em: https://desmetmirror.com/11058/editorials/the-decline-of-teenagers-reading-is-an-impact-on-education/
40 – De acordo com as informações do texto, é CORRETO afirmar que
(A) a redução do tempo dedicado à leitura de fruição tem efeitos negativos na socialização entre os jovens.
(B) o incremento da tecnologia suscita a preocupação de especialistas em relação à aprendizagem dos jovens.
(C) a popularização das redes sociais bloqueia o lançamento de obra clássicas juvenis, como Harry Potter.
(D) a adaptação de obras de sucesso para as telas desencadeia o interesse dos jovens pela leitura dos originais.
(E) a alta demanda de lições de casa constitui a principal causa do desinteresse dos jovens pelos livros.
💡 GABARITO B
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41 – Check the alternative that best rephrases the following sentence, without altering its meaning:
- "Speaking of all-time great books, it seems like just about every bestseller has been turned into a movie that either gives the book a bad rap or receives great reviews and overshadows the book."
(A) Speaking of classic books, it appears that nearly every bestseller has been adapted into a movie that either tarnishes the book's image or receives rave reviews and outshines the book.
(B) Speaking of iconic books, it seems that almost every bestseller has been turned into a movie that either improves the book's reputation or gets stellar reviews and eclipses the book.
(C) Speaking of substandard books, it seems that nearly every bestseller has been made into a movie that either harms the book's reputation or earns enthusiastic reviews and surpasses the book.
(D) Speaking of timeless books, it appears that virtually every bestseller has been transformed into a movie that either damages the book's image or gets annoying reviews and brightens the book.
(E) Speaking of legendary books, it seems that just about every bestseller has been converted into a film that either spoils the book's reputation or gets glowing reviews and praises the book.
💡 GABARITO A
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❑ Leia o texto a seguir para responder às questões 42 a 45.
Back To School But Not To Screens: States Ramp Up Cellphone Bans
"De volta às aulas, mas não às telas: Estados intensificam proibição de celulares."
🔹"Back to school" = Expressão idiomática em inglês: Usada para indicar o retorno à escola, geralmente após as férias.= Tradução em português: "De volta às aulas". "Back to school" é uma expressão bem comum, especialmente no começo de um novo ano letivo.
🔹"Not to" = Não é uma expressão idiomática em si, mas a estrutura "not to" é usada para indicar a negação de uma ação esperada. No caso, é uma negação ao retorno ao uso de "telas" (como smartphones, tablets, etc.).
🔹"Screens"= geralmente se refere a telas de dispositivos eletrônicos, como celulares, tablets, computadores, etc. Em português, a tradução simples de "telas" é o termo mais comum, já que o contexto de "screens" nesse caso é entendido como dispositivos eletrônicos.
🔹"Ramp up" = Expressão idiomática em inglês: Significa intensificar ou aumentar significativamente algo. Tradução em português: "Intensificar" ou "aumentar". A expressão "ramp up" é bastante usada para indicar o aumento de algo, geralmente no contexto de uma ação ou política (como aumentar os esforços ou a implementação de algo).
🔹"Cellphone bans" = refere-se à proibição de celulares, algo comum em escolas ou ambientes onde o uso desses dispositivos é restrito. Tradução: "Proibição de celulares".
Work has been easier for public high school teacher Brian Kerekes since last August, when he first experienced the impacts of a newly enacted Florida law to restrict students’ cellphone use during class.
The longtime statistics instructor, who started a new school year on Monday, now spends less time circling the classroom policing students and more time educating them on how to gather and interpret data.
Before Florida passed the ban in May 2023 - becoming the first of at least eight U.S. states to prohibit or restrict cellphone use in schools - phones proved a constant disruption in Kerekes’ classroom at Tohopekaliga High School in the central Florida city of Kissimmee.
“Students were either using them to talk to someone in a different class or talk to someone on the other side of the room or just to zone out, get on TikTok or whatever,” Kerekes, who’s been a teacher for 17 years, said in an interview.
Fellow teachers nationwide face the same challenge, which explains why more states and districts are moving to limit or outright ban cellphones in the classroom, and even during the school day altogether. [...]
The rules will look different from state to state and district to district, but all stem from the same concerns.
Seventy-two percent of high school teachers cite cellphones as a major distraction in the classroom, according to a fall 2023 Pew Research Center study.
Educators also worry that constant access to social media can adversely impact kids’ mental health. [...]
U.S. Surgeon General Vivek Murthy went so far as to issue a health advisory last year, warning that enough evidence exists to show social media can be unsafe for children and teens.
“We are in the middle of a national youth mental health crisis,” he said, “and I am concerned that social media is an important driver of that crisis, one that we must urgently address.”
While social media can connect kids, make them feel less alone and offer an entertaining and creative outlet, it also exposes them to harmful content, Murthy pointed out in the advisory released by the U.S. Department of Health and Human Services.
And, as educators such as Kerekes note, some students use their phones to bully fellow students online during the school day, and in the most extreme cases, to set up fights and film them.
The hope is that cellphone bans will reduce such incidents. Kerekes said he’s hearing they have.
Fonte: KATZ, Leslie. Back To School But Not To Screens: States Ramp Up Cellphone Bans. Forbes, 13 ago. 2024. Disponível em: https://www.forbes.com/sites/lesliekatz/2024/08/13/back-to-school-but-not-to-screens-more-students-face-cellphone-bans/
42 – De acordo com as informações presentes no texto, depreende-se que
(A) o uso de celulares nas escolas públicas foi proibido em todo o território americano desde 2023.
(B) a proibição do uso de celulares nas escolas prejudica a coleta e a interpretação de dados.
(C) a utilização dos celulares nas escolas tornou-se um problema limitado aos professores da Flórida.
(D) o uso indevido dos celulares contribuiu para a decisão de bani-los do ambiente escolar.
(E) as regras para a proibição do celular serão diferentes em cada localidade, mas provêm de preocupações distintas.
💡 GABARITO D
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43 – Na passagem “Fellow teachers nationwide face the same challenge, which explains why more states and districts are moving to limit or outright ban cellphones in the classroom”, a palavra OUTRIGHT pode ser substituída, sem prejuízo de sentido, por
(A) partial.
(B) legal.
(C) thorough.
(D) confined.
(E) illicit.
💡 GABARITO C
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44 – Referring to the establishment of a national youth mental health crisis, U.S. Surgeon General Vivek Murthy stated: “I am concerned that social media is an important driver of that crisis, one that we must urgently address”. In this sentence, the modal verb MUST indicates
(A) a possibility that addressig the crisis may happen.
(B) a necessity to act regarding the crisis.
(C) an ability to address the matter at any time.
(D) a recommendation to act regarding the matter.
(E) a request for people to recognize the relevance of the matter.
💡 GABARITO B
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45 – Ao transpor a frase “Seventy-two percent of high school teachers cite cellphones as a major distraction in the classroom” para a voz passiva, a construção CORRETA é
(A) Seventy-two percent of high school teachers are cited cellphones as a major distraction in the classroom.
(B) Cellphones are cited as a major distraction in the classroom by seventy-two percent of high school teachers.
(C) Cellphones are cited as seventy-two percent of a major distraction by high school teachers.
(D) Seventy-two percent of high school teachers were cited cellphones as a major distraction in the classroom.
(E) Cellphones cites by seventy-two percent of high school teachers as a major distraction in the classroom.
💡 GABARITO B
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❑ Leia o texto a seguir para responder às questões 46 e 48.
The problem with artificial intelligence? It's neither artificial, nor intelligent.
"O problema com a inteligência artificial? Ela não é nem artificial, nem inteligente."
Elon Musk and Apple’s co-founder Steve Wozniak have recently signed a letter calling for a six-month moratorium on the development of AI systems.
The goal is to give society time to adapt to what the signatories describe as an “AI summer,” which they believe will ultimately benefit humanity, as long as the right guardrails are put in place. These guardrails include rigorously audited safety protocols.
It is a laudable goal, but there is an even better way to spend these six months: retiring the hackneyed label of “artificial intelligence” from public debate.
[...]
However, many critics have pointed out that intelligence is not just about pattern-matching. Equally important is the ability to draw generalisations.
Marcel Duchamp’s 1917 work of art Fountain is a prime example of this. Before Duchamp’s piece, a urinal was just a urinal.
But, with a change of perspective, Duchamp turned it into a work of art. At that moment, he was generalising about art.
[...]
Human intelligence is not one-dimensional. It rests on what the 20th-century Chilean psychoanalyst Ignacio Matte Blanco called bi-logic: a fusion of the static and timeless logic of formal reasoning and the contextual and highly dynamic logic of emotion. The former searches for differences; the latter is quick to erase them. Marcel Duchamp’s mind knew that the urinal belonged in a bathroom; his heart didn’t. Bi-logic explains how we regroup mundane things in novel and insightful ways. We all do this – not just Duchamp.
AI will never get there because machines cannot have a sense (rather than mere knowledge) of the past, the present and the future; of history, injury or nostalgia.
Without that, there's no emotion, depriving bi-logic of one of its components. Thus, machines remain trapped in the singular formal logic.
[...]
But the reason why tools like ChatGPT can do anything even remotely creative is because their training sets were produced by actually existing humans, with their complex emotions, anxieties and all.
If we want such creativity to persist, we should also be funding the production of art, fiction and history – not just data centres and machine learning.
That’s not at all where things point now. The ultimate risk of not retiring terms such as “artificial intelligence” is that they will render the creative work of intelligence invisible, while making the world more predictable and dumb.
So, instead of spending six months auditing the algorithms while we wait for the “AI summer,” we might as well go and reread Shakespeare’s A Midsummer Night’s Dream. That will do so much more to increase the intelligence in our world.
🔗Fonte: MOROZOV, Evgeny. The problem with artificial intelligence? It’s neither artificial nor intelligent. The Guardian. 30 mar 2023. Disponível em:https://ww.theguardian.com/commentisfree/2023/mar/30/artificial-intelligence-chatgpt-human-mind
46 – The sentence that BEST summarizes the main idea of the text is
(A) Machines are unreliable because they cannot replicate emotion and contextual understanding.
(B) Society should retire the misleading label "artificial intelligence" and focus on nurturing human creativity.
(C) Human intelligence is multifaceted, combining logical reasoning with emotional insight, a balance that machines cannot achieve.
(D) Misleading terms like "artificial intelligence" make the world overly predictable and uninspired.
(E) AI systems rely on human-produced data for creativity alongside technological development.
💡 GABARITO B
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47 – In the extract “The former searches for differences; the latter is quick to erase them.”, the terms FORMER and LATTER refer respectively to
(A) human intelligence and artificial intelligence.
(B) artificial intelligence and human intelligence.
(C) the Chilean psychoanalyst and his bi-logic theory
(D) the logic of formal reasoning and the logic of emotion.
(E) the logic of emotion and the logic of formal reasoning.
💡 GABARITO D
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48 – Observe the following sentence from paragraph 1.
- “The goal is to give society time to adapt to what the signatories describe as an “AI summer”, which they believe will ultimately benefit humanity, as long as the right guardrails are put in place.”
Choose the alternative that can be considered the CORRECT past version of the sentence above.
(A) The goal was to give society time to adapt to what the signatories described as an “AI summer”, which they believe will ultimately benefit humanity, as long as the right guardrails were put in place.
(B) The goal was to give society time to adapt to what the signatories had described as an “AI summer”, which they believe would ultimately benefit humanity, as long as the right guardrails were put in place.
(C) The goal was to give society time to adapt to what the signatories described as an “AI summer”, which they believed would ultimately benefit humanity, as long as the right guardrails were put in place.
(D) The goal would be to give society time to adapt to what the signatories describe as an “AI summer”, which they believed had ultimately benefited humanity, as long as the right guardrails were put in place.
(E) The goal would be to give society time to adapt to what the signatories had described as an “AI summer”, which they believe would ultimately benefit humanity, as long as the right guardrails were put in place.
💡 GABARITO C
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