Mostrando postagens com marcador FGV 2021. Mostrar todas as postagens
Mostrando postagens com marcador FGV 2021. Mostrar todas as postagens

terça-feira, 25 de abril de 2023

FGV 2021 – LÍNGUA INGLESA – PM/PAULÍNIA/SP – PROFESSOR

www.inglesparaconcursos.blog.br

  • FGV/CONHECIMENTO/2021-PREFEITURA MUNICIPAL DE PAULÍNIA-SP-PROFESSOR EDUCAÇÃO BÁSICA II.

❑ ESTRUTURA-PROVA:
  • 20 MCQs (Multiple Choice Questions) / 5 Options Each Question.
  • Texto (1) – | English Language Teaching in Brazil: A Gap in Policy, Problems in Practiceresearchgate.net | 
  • Texto (2) – | Cartoon | newyorker.com |
  • Texto (3) – | Inclusive teaching in secondary ELT | yltsig.iatefl.org |


 TEXTO 1: Read text I and answer questions 41 to 48.

 TRADUÇÃO - TEXTO 1:

English Language Teaching in Brazil: A Gap in Policy, Problems in Practice
Ensino de Inglês no Brasil: uma lacuna na política, problemas na prática 
Both PCN-EF (Brazil, 1998) and PCN-EM (Brazil, 2000) present progressive ideas about how a foreign language should be taught in the basic education classroom. Tanto os PCN-EF (Brasil, 1998) quanto os PCN-EM (Brasil, 2000) apresentam ideias progressistas sobre como uma língua estrangeira deve ser ensinada na sala de aula da educação básica.

Such ideas include a social interactionist view of language, which aligns with contemporary research in second language teaching and means a shift from the traditional grammar-translation method largely employed in Brazilian schools in previous decades. Essas ideias incluem uma visão social interacionista da língua, que se alinha com a pesquisa contemporânea no ensino de segunda língua e significa uma mudança no método tradicional de tradução gramatical amplamente empregado nas escolas brasileiras nas décadas anteriores.

The Parameters also recommend interdisciplinary work, the implementation of crosscurricular themes, formative assessment in addition to summative, a value of students’ prior knowledge and position as critical subjects, and, thus, an approach to teaching as negotiation that aims to educate students for the full exercise of citizenship, which includes the notions of respect for difference and diversity that can be promoted by the teaching and learning of foreign languages. Os Parâmetros recomendam ainda o trabalho interdisciplinar, a implementação de temas transcurriculares, a avaliação formativa para além da somativa, a valorização dos conhecimentos prévios dos alunos e a sua posição como sujeitos críticos e, assim, uma abordagem do ensino como negociação que visa formar os alunos para o pleno exercício da cidadania, que inclui noções de respeito pela diferença e pela diversidade que podem ser promovidas pelo ensino e aprendizagem de línguas estrangeiras.

However, the Parameters fail in pointing out the necessary conditions for this teaching and learning process to occur. Contudo, os Parâmetros falham em apontar as condições aplicáveis para que esse processo de ensino e aprendizagem ocorra.

For example, they acknowledge that reading and writing should be focused on to the detriment of listening and speaking due to the difficulties faced by the teacher in basic education (Brazil, 1998): Por exemplo, reconhecem que a leitura e a escrita devem ser focadas em detrimento da escuta e da fala devido às dificuldades enfrentadas pelo professor na educação básica (Brasil, 1998):

large classrooms, lack of appropriate resources including class and preparation time for the teacher and opportunities for the students to be exposed to the language outside the classroom, and, in many situations, teachers’ lack of knowledge of the subject matter. salas de aula grandes, falta de recursos adequados, incluindo tempo de aula e preparação para o professor e oportunidades para os alunos serem expostos à língua fora da sala de aula e, em muitas situações, falta de conhecimento dos professores sobre o assunto.

Instead, what they should do is to actively propose that a smaller number of students sit in English classes – as it was allowed by LDB 1996 and continues to be so by LDB 2015, that more class and preparation time be granted the teacher, that schools have English resources that students can access to familiarise themselves with the language, and that better teacher education be implemented.  Em vez disso, o que deveriam fazer é propor ativamente que um número menor de alunos assistam às aulas de inglês – como foi permitido pela LDB 1996 e continua sendo assim pela LDB 2015, que mais tempo de aula e preparação seja concedido ao professor, que as escolas ter recursos de inglês que os alunos possam acessar para se familiarizarem com o idioma e que seja implementada uma melhor formação de professores.

When neither PCN-EF nor PCN-EM provides solutions to the obstacles for satisfactory ELT in basic education and yet acknowledge that knowing a foreign language is beneficial, they are implicitly promoting the privatisation of ELT because they are directing students to private language centres (Capuani and Venera, 2016). Quando nem os PCN-EF nem os PCN-EM fornecem soluções para os obstáculos ao ELT satisfatório no ensino básico e ainda reconhecem que conhecer uma língua estrangeira é benéfico, estão implicitamente a promover a privatização do ELT porque estão a encaminhar os estudantes para centros de línguas privados (Capuani e Venera, 2016).

There are several problems with this position given that the right to free education provided by the state is guaranteed by the Brazilian constitution. Existem vários problemas com esta posição, visto que o direito à educação gratuita fornecida pelo Estado é garantido pela constituição brasileira.

41 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

In the title, the phrase “A Gap in Policy” means that

(A) strategies for ELT in schools are now comprehensive.

(B) the regulations to be mentioned are incomplete.

(C) more police will help solve the problems.

(D) law enforcement in schools is welcome.

(E) new rules will soon be implemented.

42 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

Based on the information provided by Text I, mark the statements below as true (T) or false (F).

( ) The PCN-EF and PCN-EM back grammar-translation methods.

( ) The author believes the Parameters have overlooked some relevant issues.

( ) According to the author, the new regulations are in tune with the latest research in the area.

The statements are, respectively,

(A) F – F – T.

(B) F – T – T.

(C) T – F – T. (D) F – T – F. (E) T – T – F. 43 The author’s point of view is that ELT in basic education should be

(A) made available to students in a few selected schools. (B) limited to places where teachers have been trained.

(C) taught to students in large classroom conditions.

(D) offered without charge to the population.

(E) provided by private language centres.

44 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

When the sentence begins with “Instead”, as in “Instead, what they should do” (l. 24), it indicates a(n)

(A) assurance.

(B) prediction.

(C) obligation.

(D) alternative.

(E) illustration.

45 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

The verb in “a foreign language should be taught” (l. 2) is in the same voice as in

(A) Schools have been demanding changes for some time.

(B) Directors are reluctant to implement the regulations.

(C) The law should have comprehended all citizens.

(D) Teachers should be well-versed in literature.

(E) Old videos and recordings may be put to use.

46 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

The word “yet” in “and yet acknowledge” can be replaced without change in meaning by

(A) but.

(B) nor.

(C) still.

(D) since.

(E) while.

47 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

Due to” in “due to the difficulties faced by the teacher in basic education” (l. 19) means the same as the underlined phrase in 

(A) owing to the students’ reactions.

(B) instead of the problems they had.

(C) in spite of the students’ bad health.

(D) apart from the educational changes.

(E) prior to the new educational regulations.

      Comentários e Gabarito    A  
TÓPICO - GRAMMAR - 
MULTI-WORD PREPOSITIONS : DUE TO - OWNING TO - BECAUSE OF 
:

 DICA DE GRAMÁTICA:
• Independentemente do contexto"DUE TO" substitui  "OWNING TO", "BECAUSE OF" ou "CAUSED BY"
 CAMBRIDGE DICTIONARY:

48 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

When the author writes that “what they should do” (l. 24), the reader understands she will

(A) give a permission.

(B) exploit a possibility.

(C) determine a prohibition.

(D) conform to an instruction.

(E) suggest some recommendations.

 TEXTO 2Read text II and answer questions 49 to 53.

 Source:https://www.newyorker.com/cartoons/dailycartoon/page/10

 TEXTO 2:

“If you don’t like school, just remember what it was like when you had me as a teacher.” Se você não gosta da escola, lembre-se de como era quando você me teve como professora.

49 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

The function of the cartoon is to

(A) flatter.

(B) amuse.

(C) advise.

(D) preach.

(E) reproach.

50 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

In the cartoon, the speech is addressed to the (A) child.

(B) parent.

(C) author.

(D) reader.

(E) teacher.

51 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

It is implied that homeschooling was

(A) useful.

(B) efficient.

(C) engaging.

(D) delightful.

(E) disagreeable.

52 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

The underlined word in “what it was like” functions in the same way as in

(A) The children seem to like their free time.

(B) There were like two hundred students there.

(C) The school stood like a monument in the square.

(D) The school would like students to keep a distance.

(E) The teacher should ask how students like the class.

53 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

“If” in “If you don’t like” indicates a

(A) contrast.

(B) certainty.

(C) condition.

(D) conclusion.

(E) comparison.

 TEXTO 3Read text III and answer questions 54 to 60.

 TRADUÇÃO - TEXTO 3:

Inclusive teaching in secondary ELT
Ensino inclusivo no ELT secundário

Building an inclusive secondary ELT classroom is not based on a set of steps to follow. A construção de uma sala de aula ELT secundária inclusiva não se baseia num conjunto de passos a seguir.

It is rather a teaching mindset. É antes uma mentalidade de ensino.

When teachers provide teenage students with opportunities to share information about their identities and backgrounds, and show genuine interest, they are building a safe environment for all learners. Quando os professores oferecem aos estudantes adolescentes oportunidades de partilharem informações sobre as suas identidades e origens e demonstram interesse genuíno, estão construindo um ambiente seguro para todos os aprendizes.

Such personalised sharing in the English classroom is part of ‘diversity embracing’ that extends far beyond ‘a once a year fair’ about different cultures and backgrounds. Esta partilha personalizada na sala de aula de inglês faz parte da “acolhimento da diversidade” que vai muito além de “uma feira anual” sobre diferentes culturas e origens.

Personalisation which includes diversity therefore becomes a process, not a one-off event which enables us to incorporate teenage students’ realities in our English teaching on a lesson by lesson basis. A personalização que inclui a diversidade torna-se, portanto, um processo, e não um evento único, que nos permite incorporar as realidades dos alunos adolescentes no nosso ensino de inglês, aula por aula. 

Thereby involving them (and their lives beyond the classroom) much more deeply in the language learning process. Envolvendo-os assim (e às suas vidas fora da sala de aula) muito mais profundamente no processo de aprendizagem de línguas.

Another key aspect of inclusive teaching relates to secondary English teachers’ expectations and attitudes towards diversity. Outro aspecto fundamental do ensino inclusivo diz respeito às expectativas e atitudes dos professores de inglês do ensino secundário relativamente à diversidade.

As educators of teenagers, we need to ensure we have the same high expectations of all our learners. Como educadores de adolescentes, precisamos garantir que temos as mesmas expectativas elevadas de todos os nossos aprendizes.

We have to acknowledge and fight our own biases, bearing in mind that we are part of society with stereotypes, and are not free from making assumptions unconsciously about minority groups. Temos de reconhecer e combater os nossos próprios preconceitos, tendo em mente que fazemos parte de uma sociedade com estereótipos e não estamos livres de fazer suposições inconscientemente sobre grupos minoritários.

As teachers are the model in the secondary classroom, not reproducing behaviors and roles that offend or oppress is part of our wider role as educators. 
Como os professores são o modelo na sala de aula secundária, não reproduzir comportamentos e papéis que ofendem ou oprimem faz parte do nosso papel mais amplo como educadores.

Also, any comment that reinforces stereotypes or reproduces discriminatory speech should be tackled and deconstructed so that there is no ‘space’ for prejudice in our secondary English classrooms. Além disso, qualquer comentário que reforce estereótipos ou reproduza discurso discriminatório deve ser abordado e desconstruído para que não haja “espaço” para preconceitos nas nossas salas de aula de inglês do ensino secundário.

Finally, inclusion should extend beyond the classroom. Finalmente, a inclusão deveria estender-se para além da sala de aula.

As Lekh maintains, ‘An inclusive school or classroom can only be successful when all students feel that they are truly part of the school community. Como afirma Lekh, “Uma escola ou sala de aula inclusiva só pode ser bem sucedida quando todos os alunos sentem que fazem realmente parte da comunidade escolar.

This can only happen through open, honest discussion about differences and understanding and respecting people from all abilities and backgrounds. Isto só pode acontecer através de uma discussão aberta e honesta sobre as diferenças e da compreensão e do respeito pelas pessoas de todas as capacidades e origens.

An inclusive environment is one where everyone feels valued’. Um ambiente inclusivo é aquele onde todos se sentem valorizados”.

Teaching inclusively at the secondary level requires a holistic approach with active learner involvement, constant questioning of ourselves and our materials, and full participation of the whole school community. Ensinar inclusivamente no nível secundário requer uma abordagem holística com envolvimento ativo dos alunos, questionamento constante de nós mesmos e dos nossos materiais, e participação plena de toda a comunidade escolar.

54 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

Based on the information provided by Text III, mark the statements below as true (T) or false (F).

( ) Inclusion should be restricted to the classroom environment.

( ) Teachers should avoid a reductionist approach to learning.

 ( ) Prejudice and stereotyping must be averted at all cost.

The statements are, respectively,

(A) T – F – T.

(B) F – F – T.

(C) F – T – F.

(D) F – T – T.

(E) T – T – F.

55 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

According to the text, in order to offer an inclusive classroom, the teacher needs to

(A) adopt a set of attitudes.

(B) take a specialized course.

(C) organize a fair once a year.

(D) discuss inclusivity in each class.

(E) follow standardized procedures.

56 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

The approach discussed in the text assumes that students should

(A) aim at getting high grades.

(B) develop a sense of belonging.

(C) learn how to follow school rules.

(D) avoid talking about their background.

(E) lower their expectations regarding learning.

57 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

The extract that offers an addition to previously given information is:

(A) “Also, any comment that reinforces stereotypes or reproduces discriminatory speech […]”.

(B) “When teachers provide teenage students with opportunities […]”.

(C) “Thereby, involving them (and their lives beyond the classroom) […]”.

(D) “Finally, inclusion should extend beyond the classroom […]”.

(E) “As Lekh maintains, […]”.

58 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

The adjective in “show genuine interest” is similar to

(A) pretended.

(B) doubtful.

(C) random.

(D) intense.

(E) actual.

59 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

A “key aspect” (l. 14) is one that is

(A) legal.

(B) trivial.

(C) natural.

(D) crucial.

(E) incidental.

60 – (FGV-CONHECIMENTO/2021-PM/PAULÍNIA/SP- PROFESSOR)

In the phrase “safe environment” (l. 5), the word “safe” is to “safety” as

(A) “child” is to “childhood”.

(B) “strong” is to “strength”.

(C) “obey” is to “obedience”.

(D) “succeed” is to “successful”.

(E) “achieve” is to “achievement”. 

 

domingo, 13 de novembro de 2022

FGV 2021 – LÍNGUA INGLESA – PMESP – OFICIAL

Welcome back to another post!

➧ PROVA DE LÍNGUA INGLESAFGV-2021-PMESP-OFICIAL-CONCURSO PÚBLICO, aplicação em 18/10/2015.

➧ BANCA/ORGANIZADORFundação Getulio Vargas - https://portal.fgv.br/.

 PADRÃO/COMPOSIÇÃO DA PROVA: 06 questões do tipo múltipla escolha (A,B,C,D,E).

➧ GABARITO:


01-A, 02-D, 03-B, 04-E, 05-C, 06-A 


➧ VOCABULÁRIO:

➧ TEXT I:

How facial recognition technology aids police


Police officers’ ability to recognize and locate individuals with a history of committing crime is vital to their work. In fact, it is so important that officers believe possessing it is fundamental to the craft of effective street policing, crime prevention and investigation. However, with the total police workforce falling by almost 20 percent since 2010 and recorded crime rising, police forces are turning to new technological solutions to help enhance their capability and capacity to monitor and track individuals about whom they have concerns.

One such technology is Automated Facial Recognition (known as AFR). This works by analyzing key facial features, generating a mathematical representation of them, and then comparing them against known faces in a database, to determine possible matches. While a number of UK and international police forces have been enthusiastically exploring the potential of AFR, some groups have spoken about its legal and ethical status. They are concerned that the technology significantly extends the reach and depth of surveillance by the state.

Until now, however, there has been no robust evidence about what AFR systems can and cannot deliver for policing. Although AFR has become increasingly familiar to the public through its use at airports to help manage passport checks, the environment in such settings is quite controlled. Applying similar procedures to street policing is far more complex. Individuals on the street will be moving and may not look directly towards the camera. Levels of lighting change, too, and the system will have to cope with the vagaries of the British weather.

[…]

As with all innovative policing technologies there are important legal and ethical concerns and issues that still need to be considered. But in order for these to be meaningfully debated and assessed by citizens, regulators and law-makers, we need a detailed understanding of precisely what the technology can realistically accomplish. Sound evidence, rather than references to science fiction technology --- as seen in films such as Minority Report --- is essential.

With this in mind, one of our conclusions is that in terms of describing how AFR is being applied in policing currently, it is more accurate to think of it as “assisted facial recognition,” as opposed to a fully automated system. Unlike border control functions -- where the facial recognition is more of an automated system -- when supporting street policing, the algorithm is not deciding whether there is a match between a person and what is stored in the database. Rather, the system makes suggestions to a police operator about possible similarities. It is then down to the operator to confirm or refute them.

By Bethan Davies, Andrew Dawson, Martin Innes (Source: https://gcn.com/articles/2018/11/30/facial-recognitionpolicing.aspx, accessed May 30th, 2020)

01  (FGV-2021-PMESP-OFICIAL)

Based on the information provided by Text I, mark the statements below as true (T) or false (F).

( ) In relation to AFR, ethical and legal implications are being brought up.

( ) There is enough data to prove that AFR is efficient in street policing.

( ) AFR performance may be affected by changes in light and motion. The statements are, respectively,

(A) T – F – T.

(B) F – F – T.

(C) F – T – T.

(D) F – T – F.

(E) T – T – F.


02  (FGV-2021-PMESP-OFICIAL)

The authors conclude the text by stating that

(A) politicians can be of great help.

(B) technology provides definite results.

(C) the matches obtained are irrefutable.

(D) humans should give the final answer.

(E) high quality cameras are indispensable.


03  (FGV-2021-PMESP-OFICIAL)

In “Until now, however”,

the word “however” introduces the notion of

(A) cause.

(B) contrast.

(C) emphasis.

(D) agreement.

(E) comparison.

04  (FGV-2021-PMESP-OFICIAL)

The word that may replace “In fact” in “In fact, it is so important”, without change in meaning, is

(A) Specifically.

(B) Presently.

(C) Currently.

(D) Notably.

(E) Actually.

05  (FGV-2021-PMESP-OFICIAL)

The word “while” in “While a number of UK and international police forces have been enthusiastically exploring the potential of AFR” has the same meaning as

(A) whence.

(B) wherein.

(C) whereas.

(D) whereby.

(E) whenever.

06  (FGV-2021-PMESP-OFICIAL)

In the first paragraph, the pronoun “it” in “officers believe possessing it” refers to the

(A) ability to recognize and locate individuals.

(B) craft of effective street policing.

(C) history of committing crime.

(D) new technological solutions.

(E) total police workforce. 

domingo, 6 de dezembro de 2020

FGV 2021 – DIREITO – LÍNGUA INGLESA

  PROVA DE LÍNGUA INGLESAFGV/SP-2021-DIREITO-VESTIBULAR-1ºSEMESTRE-01/11/2020.

 ESTRUTURA-PROVA:
 Questions.
➭ Text (1) – | MARBLE MONSTERS | The Economist |
➭ Text (2) – | Political Rage Over Statues? Old News in the Old World | The New York Times |  

❑ TEXTOTexto para as perguntas de 11 a 13

MARBLE MONSTERS

In 1895 the burghers [burgueses] of Bristol in southwest England, swept up by the Victorian fervor for celebrating city fathers, were casting about for a big historical figure of their own. They settled on Edward Colston, a 17th-century merchant who had endowed charities that have lifted innumerable indigent Bristolians out of poverty and educated hordes [multidões] of its young citizens over the centuries. But, by modern standards, they picked the wrong guy: Colston made his money largely through the Royal African Company, which shipped slaves from Africa to the West Indies. On June 17th protesters chucked [arremessaram] his statue into the city’s harbor.

Statues become flashpoints [pontos de inflamação] at times of social change because they honor values, and reflect hierarchies, of the times in which they were erected. What some in one era celebrate, others then and later often reject – hence the battles over statues of Confederate heroes in the southern United States, many of which were put up long after the Civil War, which lasted from 1861-1865 and in which the South tried to secede from the United States and set up a new country – the Confederate States of America – based on white supremacy and the perpetual slavery of African-Americans. Yet statues also provide a record of a country’s past, and the desire to respect and understand that history of commemoration argues against dismantling them. It is these conflicting urges that make this area so tricky [complicada].

It would be foolish to throw overboard all those figures who have in any way offended modern morality, just as it would be to preserve every bronze villain just because he’s ancient. Great figures should have a place in public spaces, even when their record is tarnished. As a rule, someone whose failings were subordinate to his or her claim to greatness should stay, whereas [ao passo que] someone whose main contribution to history was malignant should go.

These guidelines would allow most of those about whom Britain is now arguing to remain where they are. Colston doesn’t deserve such consideration. Oliver Cromwell, by contrast, caused terrible suffering in Ireland, but his role in democracy’s development justifies his presence in Parliament Square – he established in England the republican regime known as the Commonwealth, which lasted from 1649 to1653. Cecil Rhodes is a harder case. He was not the worst imperialist, but he drove many black Africans off their land. He left a huge, grubby [suja, imunda] fortune to charity. As his statue is the property of Oriel College, Oxford, it ought to put him in a museum.

America honors many people who happened to be slave owners – and so it should, in the case of such as George Washington and Thomas Jefferson, known chiefly for their contribution to their country. But the pressure for change is forcing America to reassess its statuary. Many Confederate leaders have been removed in the past few years, and more should go, including Ben Tillman, a white supremacist still honored outside South Carolina’s state house; and Nathan Bedford Forrest, a brilliant Civil War general – but also a slave trader and, after the war, a founder of the Ku Klux Klan – whose bust is in the state capital in Tennessee.

Yet it matters not just that the undeserving are taken off their pedestals, but also how they go. The indignation of those who brought down Colston may have been righteous [justificada, virtuosa], but they were wrong to topple [derrubar] him themselves. Statues should be taken down, just as they ought to be put up, by social consensus; and even if the authorities dither [vacilar, perder tempo] for years – as Bristol’s city council has done over the erection of a plaque explaining Colston’s sins – that is no excuse for the mob [populacho, multidão desordenada] to take charge.

Prosecuting the topplers [os que derrubam] would not, however, be a good use of the state’s resources; nor should Colston be reinstated. He has been dredged out of the river, and the Bristol City Council is planning to put him in a museum.
Adapted from The Economist, June 13th 2020.

Introduction

This article from The Economist examines an increasingly widespread and polemical act, the removal of controversial statues from public spaces. In its analysis, the article offers guidance on how such removals could be justified and on what to do with statues that have been removed. Read the text and answer the questions below. You are advised to read the questions carefully and give answers that are of direct relevance. Remember: Your answer to Question 11 must be written in Portuguese, but your answers to Questions 12 and 13 must be written in English. With these last two questions, you may use American English or British English, but you must be consistent throughout.

11 – (FGV-2021-VESTIBULAR-1º SEMESTRE- DIREITO)
(to be answered in Portuguese)

(This question tests your understanding of the text, as well as your ability to identify and paraphrase the relevant pieces of information. Your answer, to be written in the space provided, should comprise approximately 180 to 300 words.)

To memorialize a past considered notable, it is an ancient practice for governments, both national and local, to erect public statues of historical figures. But times change, and interpretations of history change as well: yesterday’s heroes can become today’s villains.

The article from The Economist offers a look at some examples of popular anti-statuary action motivated, in large part, by growing outrage at the enduring phenomenon of racism against Black people. Therefore, in your own words, describe what has happened in Bristol, England and in the United States, and explain why it has happened.

In answering, you should consider the following:

• Who exactly was Edward Colston? What made him at first such an object of admiration among the citizens of Bristol, and, later, such a target of indignation? Why were the people who removed his statue right or wrong to act as they did? How have the city officials of Bristol responded to what happened?

• Why do you think the statues of Confederate heroes have become so controversial in the United States? Why does the author of the article in The Economist distinguish George Washington and Thomas Jefferson from the Confederates? Since all those men were, in one way or another, involved with slavery in the United States, why do you think this distinction is justified or unjustified? In your opinion, should statues of the Confederate heroes be taken down? And what about statues of Washington and Jefferson?

In supporting your arguments, you may take into account legal, ethical, moral, political, and practical considerations, but please try to be as objective as possible.

12 – (FGV-2021-VESTIBULAR-1º SEMESTRE- DIREITO)
(to be answered in English)

(This question tests your ability to express yourself in a manner that is clear, precise, and relevant. Your answer, to be written in the space provided, should comprise approximately 180 to 300 words.)

In the following excerpt from the article “Political Rage Over Statues? Old News in the Old World” (The New York Times, August 17, 2017), Rick Lyman looks at how some of the former Communist countries of Eastern Europe have dealt with their controversial statues:

[...]

Recent episodes of rage and bloodshed over the removal of Confederate status in the United States have a familiar ring [não soam estranhos] for Europeans, who have been battling over their historical narratives and tearing down statues of noxious former leaders since the Bronze Age — and probably before.

“There are some similarities between what is happening in Poland and what is happening in the United States,” said Antoni Dudek, a contemporary historian and board member at Poland’s Institute of National Remembrance, created after the fall of communism to document the totalitarian crimes of the past.

“The argument about monuments, which should be resolved mostly between historians and citizens, has become a substitute for everyday political fights,” he said. “The same goes for the United States now that President Trump has joined the debate. Suddenly, the argument got much more intense.”

Under legislation passed in June, Poland’s right-wing government has given local officials and landowners just one year to remove all public monuments and memorials that “pay tribute to persons, organizations, events or dates symbolizing communism or other totalitarian systems.” About 500 have been identified, almost all from the Communist era as the Soviets had already removed Nazi ones.

Battles over public monuments are a regular feature of life on a continent whose national boundaries have frequently shifted under wave after wave of migration, ideology and military might [força, poder], sometimes leaving former ethnic rivals struggling to live together within new borders or finding their former nation splintered [estilhacado].

Take the Czech Republic, for instance.

After World War I, statues from the vanished Hapsburg Empire were quickly taken down and replaced by Czechoslovakia’s new, democratic heroes, like Tomas Garrigue Masaryk, its first president. After World War II, Communists erased [apagaram] Masaryk from public tributes, but he was put back in place after that system collapsed. One statue of Masaryk in the small town of Holesov was taken away and re-erected five times, said Zdenek Lukes, a historian and architect in Prague.

Mr. Lukes opposes the removal of such statues, but he said that in some cases a little historical context must be added. “I like the solution they used in the town of Litomysl,” Mr. Lukes said. “Instead of removing a statue of the Communist minister of culture, they placed a plaque there explaining who he was and what he did.”
[...]

According to the information in the article, why were statues removed during the Communist period and the post-Communist period? How do those reasons compare to the reasons that led people in Bristol, England to remove Edward Coston’s statue and in the United States to remove the statues of Confederate heroes? In what ways could the motives of the people in Eastern Europe and of the people in England and the U.S. be similar? Considering the historical context of each region and what the groups in those regions have been protesting, how would you describe a fundamental difference between the reasons that statues have been removed in Eastern Europe and the reasons they have been removed in the U.S. and England?

Last, the articles from The Economist and The New York Times have mentioned four possible ways of dealing with a so-called offensive statue: (1.) leave it where it is and do nothing, (2.) put a plaque there explaining who the person was and what he or she did – both good and bad, (3.) place it in a museum, where it can serve an educational/historical purpose, and (4.) throw it away.

What is your opinion of these four options? Could any of them be considered the best way – or at least the most practical way – to deal with a controversial statue? Why or why not? In answering, you should present clear, well-balanced, and specific reasons for your point of view.

13 – (FGV-2021-VESTIBULAR-1º SEMESTRE- DIREITO)
(to be answered in English)

(This question tests your ability to construct a balanced, considered, and fluent argument in the form of a short composition. The passage below (taken from the Chambers Dictionary of World History) gives a brief history of the bandeirantes: Read the passage and the accompanying Observations, and then, keeping that information in mind, answer the final question. Your answer, to be written in the space provided, should comprise approximately 180 to 300 words.)

In the following excerpt from the article “Political Rage Over Statues? Old News in the Old World” (The New York Times, August 17, 2017), Rick Lyman looks at how some of the former Communist countries of Eastern Europe have dealt with their controversial statues:

[...]

“The bandeirantes were 17th-century slave-raiders and explorers. Parties of bandeirantes (literally, followers of the bandeira) sought [procuraram] Indian slaves from the interior from among the sedentary Jesuit-led Guaraní peoples of the Platine Basin and peoples of the Amazon to labor on the coastal plantations [fazendas]. Initially permitted by the colonial government, their expeditions into the interior became a means by which the Portuguese could extend their rule well beyond the formal limits established by the Treaty of Tordesilhas. Their conflicts with Indian peoples took them into the gold-and-diamond-bearing districts of Minas Gerais and Bahia, which had been discovered by the late 17th century. Their legendary feats [façanhas] in securing the interior of Brazil against Spanish, French, or Dutch penetration secured them the mythical role of “pioneers” in Brazilian history.”

[...]

Observation 1: Nowadays, many Brazilians, while not denying the courage, vigor, and geo-political achievements of the bandeirantes, criticize them as little more than gangsters who enriched themselves by grabbing gold and precious gemstones in the Brazilian interior and slaughtering and enslaving many thousands of indigenous peoples.

Observation 2: One of the most famous of the bandeirantes was Manuel de Borba Gato (1649-1718), whose 10-meter-high statue (13 meters including its pedstal) was sculpted by Julio Guerra and erected in the early 1960s, in the Praça Augusto Tortorelo de Araújo, as part of the the 400th-anniversary celebration of São Paulo’s Santo Amaro district. Nowadays, many are calling for the removal of Borba Gato, affirming that it is morally wrong to honor a murderer, rapist, and slave-trader. Keep in mind that, whatever crimes Borba Gato may have committed in those violent and lawless days, they probably were not motivated by feelings of white supremacy, since the bandeirantes, in general, were usually of mixed Indian, Black, and White blood.

Observation 3: It’s important to keep in mind that, while generating a certain socio-political controversy, the statue of Borba Gato has rarely been accused of beauty. Many think it should be removed simply because of its alleged ugliness [feiura]. Supporters of the statue’s permanence often respond to that criticism by stating that “Well, I like it. Beauty is in the eye of the beholder.” [A beleza está no olho de quem observa, ou seja, gosto não se discute.]

Observation 4: If judged by today’s draconian standards, Michelangelo’s statue of Moses probably should be removed or even destroyed. What are its “crimes”?

1. Michelangelo (1475-1564) was an Italian Catholic who sculpted in white marble a Jewish prophet, at the request of Pope Julius II (1443-1513), head of the Roman Catholic Church (a multinational religious organization that at certain times in history has been lenient towards anti-Semitism). The statue was commissioned for the Pope’s tomb, which is housed in the church of San Pietro in Vincoli in Rome, though Julius himself is in fact buried in St. Peter’s Basilica. In any event, surely the statue of Moses must be considered a glaring [gritante] example of cultural appropriation. (Imagine the uproar [tumulto, gritaria] if a chief rabbi, say, in Israel commissioned the statue of a Roman Catholic saint for his tomb.)

2. Michelangelo sculpted Moses with horns on his head. Obviously, human beings don’t normally have horns on their heads. While many art historians have attributed Michelangelo’s wild aberration to his possible misunderstanding of a flawed [falhosa] translation in the commonly used Bible of that period, doesn’t it also imply anti-Semitism on the part of Michelangelo and the Pope? Shouldn’t the horns at least be cut off, to give a fairer, more respectful, more human appearance to Moses?

Observation 5: Strangely enough, no one ever seems to seriously call for the removal or modification or destruction of Michelangelo’s Moses. Rather, the statue is considered one of the greatest works of art of the High Renaissance and for centuries has attracted thousands upon thousands of people from around the world to gaze, awestruck, at its power and beauty. Apparently, thousands upon thousands of people from around the world do not travel to Santo Amaro to gaze, awestruck, at the power and beauty of Borba Gato. But if Borba Gato goes, shouldn’t Moses go, too?

Observation 6: Maybe we’re expecting too much from Borba Gato. After all, it’s just a mute sculpture [escultura muda] without the ability to defend itself (which is probably the main reason it is so often attacked). Plus, is it even art? Borba Gato was erected to help the burghers of Santo Amaro celebrate their district’s 400th birthday and also to promote a certain socio-political concept of Brazilian history that nowadays may be old-fashioned [ultrapassado]. Even the most skillful, artistic marketing can outlive its usefulness. And when that happens, can’t we, with a clear conscience, simply discard it? Besides, if Borba Gato is removed, will the situation of Brazil’s poor and oppressed suddenly improve – and will all Brazilians mysteriously forget everything they ever learned about the bandeirantes and their role in the nation’s development?

So, the question you need to answer is simply this: Why do you think Borba Gato should stay or why do you think it should go?

In answering, you may take into account legal, ethical, political, and practical considerations, but please strive to be as clear-sighted and logical as possible, supporting your point of view with specific arguments and examples. (And at the risk of sounding vague, we ask you to try to think like a lawyer.)  

sábado, 5 de dezembro de 2020

FGV 2021 – LÍNGUA INGLESA – ECONOMIA – 1º SEMESTRE – 1ª FASE

https://vestibular.fgv.br

 TEXTO 1 Read the text to answer questions from 01 to 03.
The image depicts a nearly naked man amid a vast area of rainforest, spear pointed at the helicopter hovering above him – a man defending his territory and people from outside influence.
A imagem retrata um homem quase nu em meio a uma vasta área de floresta tropical, com a lança apontada para o helicóptero que paira sobre ele – um homem defendendo seu território e seu povo da influência externa.

This very scene made front-page news some years ago in the UK.
Essa mesma cena foi notícia de primeira página há alguns anos no Reino Unido.

It instantly highlighted the loss of ancestral homelands some tribal communities round the world face.
A notícia pôs imediatamente em evidência a perda das terras ancestrais de algumas comunidades tribais de todo o mundo.

Bad news has a way of dominating the headlines, so we're of the opinion that all indigenous communities and their culture are in decline – and that's not true.
As más notícias dominam as manchetes dos jornais, o que nos leva a pensar que todas as comunidades indígenas e a sua cultura estão em declínio - o que não é verdade.

But the allure of propagating the "disappearing tribe" narrative is strong.
Mas o fascínio de propagar a narrativa da “tribo desaparecida” é forte.

It’s frustrating to see journalists who go on assignment with a set story in mind and then seek out quotes, experiences or interviews to fit their predetermined angle.
É frustrante ver jornalistas que partem para um trabalho com uma história definida em mente e depois procuram citações, experiências ou entrevistas que se ajustem ao seu ângulo pré-determinado.
01 – In the text the author expresses his opinion that
(A) a number of indigenous communities round the world are losing their lands but, fortunately, not all of them.
(B) it is improper for journalists to search for information that will conform to a narrative previously decided on.
(C) it is a duty of journalism to take a stand against menaces to indigenous communities round the world.
(D) the “disappearing tribe” narrative is powerful, but it can in fact harm rather than help the populations affected.
(E) endangered native peoples should have all the right to protect themselves and their ancestral homelands.

•    Gabarito B  
In the text the author expresses his opinion that
No texto o autor expressa sua opinião de que

(A) a number of indigenous communities round the world are losing their lands but, fortunately, not all of them.
várias comunidades indígenas em todo o mundo estão a perder as suas terras, mas, felizmente, nem todas.

(B) it is improper for journalists to search for information that will conform to a narrative previously decided on.
é impróprio que jornalistas busquem informações que se enquadrem em uma narrativa previamente decidida.

(C) it is a duty of journalism to take a stand against menaces to indigenous communities round the world.
é dever do jornalismo tomar posição contra as ameaças às comunidades indígenas em todo o mundo.

(D) the “disappearing tribe” narrative is powerful, but it can in fact harm rather than help the populations affected.
a narrativa da “tribo desaparecida” é poderosa, mas pode de fato prejudicar, em vez de ajudar, as populações afetadas.

(E) endangered native peoples should have all the right to protect themselves and their ancestral homelands.
os povos nativos ameaçados devem ter todo o direito de proteger a si mesmos e às suas terras ancestrais.
➭ TRECHO - OPINIÃO DO AUTOR:
It’s frustrating to see journalists who go on assignment with a set story in mind and then seek out quotes, experiences or interviews to fit their predetermined angle.
É frustrante ver jornalistas que partem para um trabalho com uma história definida em mente e depois procuram citações, experiências ou entrevistas que se ajustem ao seu ângulo pré-determinado.

02 – In the fragment from the second paragraph “so we’re of the opinion that”, the underlined word refers to
(A) the writers of the text.
(B) journalists by and large.
(C) the general public who watch the news about native populations.
(D) people who do research on indigenous populations.
(E) journalists worried about the potential loss of lands by their original inhabitants.

•    Gabarito C  
In the fragment from the second paragraph “so we’re of the opinion that”, the underlined word refers to

(A) the writers of the text.
os escritores do texto.

(B) journalists by and large.
jornalistas em geral.

(C) the general public who watch the news about native populations.
o público em geral que assiste às notícias sobre as populações nativas.

(D) people who do research on indigenous populations.
pessoas que fazem pesquisas sobre populações indígenas.

(E) journalists worried about the potential loss of lands by their original inhabitants.
jornalistas preocupados com a potencial perda de terras pelos seus habitantes originais.

➭ NO TRECHO:
Bad news has a way of dominating the headlines, so we're of the opinion that all indigenous communities and their culture are in decline – and that's not true. – As más notícias costumam dominar as manchetes, por isso ACREDITAMOS QUE  todas as comunidades indígenas e a sua cultura estão em declínio – e isso não é verdade.
➭ BE OF THE OPINION THAT – SER DA OPINIÃO DE QUE, PENSAR QUE, ACREDITAR QUE

03 – In the context of the second paragraph, the expression “the allure of” means
(A) the argument against.
(B) the justification for.
(C) the appeal to.
(D) the motive for.
(E) the longing for.

•    Gabarito C  
the expression “the allure of” means
a expressão “o fascínio de” significa

(A) the argument against.
o argumento contra a.

(B) the justification for.
a justificativa para propagar a.

(C) the appeal to.
o apelo à.

(D) the motive for.
o motivo para.

(E) the longing for.
desejo forte e persistente, especialmente por algo inatingível ou distante 

➭ NO TRECHO:
"[...] But the allure of propagating the "disappearing tribe" narrative is strong."
Mas o fascínio de propagar a narrativa da "tribo em desaparecimento" é forte.

❑ TEXTO 2: Read the text to answer questions from 04 to 06.
The aliens among us
Os alienígenas entre nós

Humans think of themselves as the world’s apex predators.
Os humanos consideram-se os maiores predadores do mundo.

Hence the silence of sabre-tooth tigers, the absence of moas from New Zealand and the long list of endangered megafauna.
Daí o silêncio dos tigres-dentes-de-sabre, a ausência de moas na Nova Zelândia e a longa lista de megafauna ameaçada de extinção.

But sars-cov-2 shows how people can also end up as prey.
Mas o SARS-CoV-2 mostra como as pessoas também podem acabar como presas.

Viruses have caused a litany of modern pandemics, from Covid-19, to hiv/aids to the influenza outbreak in 1918-20, which killed many more people than the first world war.
Os vírus provocaram uma série de pandemias modernas, desde a Covid-19 ao VIH/SIDA, passando pelo surto de gripe de 1918-20, que matou muito mais pessoas do que a Primeira Guerra Mundial.

Before that, the colonisation of the Americas by Europeans was abetted – and perhaps made possible – by epidemics of smallpox, measles and influenza brought unwittingly by the invaders, which annihilated many of the original inhabitants.
Antes disso, a colonização das Américas pelos europeus foi incentivada – e talvez possibilitada – por epidemias de varíola, sarampo e gripe trazidas involuntariamente pelos invasores, que aniquilaram muitos dos habitantes originais.
04 – In the second sentence in the text, the term “hence” can be replaced, with no change in meaning, by
(A) For instance.
(B) Accordingly.
(C) Nevertheless.
(D) Alternatively.
(E) Furthermore.

•    Gabarito B  
In the second sentence in the text, the term “hence” can be replaced, with no change in meaning, by
Na segunda frase do texto, o termo “portanto” pode ser substituído, sem alteração de significado, por

(A) For instance.
(for example = por exemplo)

(B) Accordingly.
(therefore = hence = daí, por isso, por esse motivo)

(C) Nevertheless.
(notwithstanding = mesmo assim)

(D) Alternatively.
(on the other hand = alternativamente)

(E) Furthermore.
(moreover = além disso, além do mais)

>> IDEIA CONTEXTUAL:
"[...] Hence the silence of sabre-tooth tigers, the absence of moas from New Zealand and the long list of endangered megafauna."
(Daí o silêncio dos tigres dente-de-sabre, a ausência de moas da Nova Zelândia e a longa lista de megafauna ameaçadas de extinção.)

05 – According to the text,
(A) humans can be either victims or aggressors, depending on the virus we refer to.
(B) viruses have always posed a threat, not only to humans but also to the megafauna.
(C) the absolute silence of viruses contradicts their extensive destructive power.
(D) pandemics have always existed despite human efforts throughout centuries to control them.
(E) the settlement of new peoples in the Americas was favoured by the epidemics decimating native populations.

•    Gabarito E  
According to the text,
De acordo com o texto,

(A) humans can be either victims or aggressors, depending on the virus we refer to.
(os humanos podem ser vítimas ou agressores, dependendo do vírus a que nos referimos.)

(B) viruses have always posed a threat, not only to humans but also to the megafauna.
(os vírus sempre representaram uma ameaça, não apenas para os humanos, mas também para a megafauna.)

(C) the absolute silence of viruses contradicts their extensive destructive power.
(o silêncio absoluto dos vírus contradiz seu extenso poder destrutivo.)

(D) pandemics have always existed despite human efforts throughout centuries to control them.
(As pandemias sempre existiram, apesar dos esforços humanos ao longo dos séculos para controlá-las.)

(E) the settlement of new peoples in the Americas was favoured by the epidemics decimating native populations.
(o assentamento de novos povos nas Américas foi favorecido pelas epidemias que dizimam as populações nativas.)

>> Conforme o trecho:
"[...] Before that, the colonisation of the Americas by Europeans was abetted – and perhaps made possible – by epidemics of smallpox, measles and influenza brought unwittingly by the invaders, which annihilated many of the original inhabitants."
(Antes disso, a colonização das Américas pelos europeus foi favorecida - e talvez tornada possível - por epidemias de varíola, sarampo e gripe trazidas involuntariamente pelos invasores, que aniquilaram muitos dos habitantes originais.)
➭ ABETTED – FACILITADA, FAVORECIDA.
➭ UNWITTINGLY (= inadvertently, – INCONSCIENTEMENTE, INVOLUNTARIAMENTE, DE FORMA NÃO INTENCIONAL.
➭ TO ANNIHILATE – ANIQUILAR, EXTERMINAR, DESTRUIR.

06 – In the fragment “epidemics of smallpox, measles and influenza brought unwittingly by the invaders”, the underlined word can be replaced, with no change in meaning, by
(A) unfavorably.
(B) unhopefully.
(C) irresponsibly.
(D) inadvertently.
(E) dishonestly.

•    Gabarito E  
In the fragment “epidemics of smallpox, measles and influenza brought unwittingly by the invaders”, the underlined word can be replaced, with no change in meaning, by
No fragmento “epidemias de varíola, sarampo e gripe trazidas involuntariamente[sem querer, inconscientemente, inadvertidamente] pelos invasores”, a palavra sublinhada pode ser substituída, sem alteração de sentido, por

(A) unfavorably.
(desfavoravelmente)

(B) unhopefully.
(sem esperança)

(C) irresponsibly.
(irresponsabilidade)

(inadvertidamente, sem intenção, sem querer, )

(E) dishonestly.
(desonestamente)

❑ TEXTO 3Read the text to answer questions 07 and 08.

It wasn’t the first attempt to deter foreign students, but it could have been the most disruptive.
Não foi a primeira tentativa de dissuadir os estudantes estrangeiros, mas pode ter sido a mais perturbadora. 

The U.S. Immigration and Customs Enforcement agency sought to bar visas for international students at colleges that offer only virtual instruction.
O Serviço de Imigração e Alfândega dos EUA (ICE) tentou proibir os vistos para estudantes internacionais em faculdades que apenas oferecem aulas virtuais.

Students on existing visas would have had to transfer to a school that offers at least some in-person teaching if they wanted to remain in the U.S.
Os alunos com vistos existentes teriam de se transferir para uma instituição que oferecesse pelo menos algum ensino presencial se quisessem permanecer nos EUA.

The policy swiftly brought together a broad coalition of colleges, states and businesses that opposed it.
A política rapidamente reuniu uma ampla coligação de faculdades, estados e empresas que se lhe opuseram.

“The overwhelming negative reaction to this proposal in a very short period of time shows that the administration really struck a nerve with this,” says Terry Hartle, from the American Council on Education.
"A esmagadora reação negativa a esta proposta num período de tempo muito curto mostra que o governo realmente tocou num ponto sensível com isto", diz Terry Hartle, do Conselho Americano de Educação.

“It’s unprecedented for that many colleges and universities to file suit against the federal government.”
"É sem precedentes que tantas faculdades e universidades apresentem ações judiciais contra o governo federal".
  • (Bloomberg Businessweek, 20.07.2020. Adapted.)
07 – The expressions from the first paragraph “could have been” and “would have had” help understand that, as to exclusively virtual instruction in U.S. universities and colleges,
(A) the government has backed down from its proposal to bar visas for foreign students.
(B) the barrier against international students is still a possibility.
(C) foreign students have no alternative but to transfer to a new school.
(D) impeding foreign students to attend school in the U.S. will disrupt their lives.
(E) the veto of the proposal resulted from coordinated action by colleges, states and the police.
•    Gabarito A  
The expressions from the first paragraph “could have been” and “would have had” help understand that, as to exclusively virtual instruction in U.S. universities and colleges,
As expressões do primeiro parágrafo "PODERIA TER SIDO" e "TERIA" ajudam a entender que, no que diz respeito à instrução exclusivamente virtual em universidades e faculdades dos EUA,...

(A) the government has backed down from its proposal to bar visas for foreign students.
(o governo desistiu de sua proposta de barrar vistos para estudantes estrangeiros.)

(B) the barrier against international students is still a possibility.
(a barreira contra estudantes internacionais ainda é uma possibilidade.)

(C) foreign students have no alternative but to transfer to a new school.
(os alunos estrangeiros não têm alternativa a não ser se transferir para uma nova escola.)

(D) impeding foreign students to attend school in the U.S. will disrupt their lives.
(impedir os alunos estrangeiros de frequentar a escola nos EUA irá perturbar suas vidas.)

(E) the veto of the proposal resulted from coordinated action by colleges, states and the police.
(o veto à proposta resultou de uma ação coordenada de faculdades, estados e polícia.)

08 – The expression from the second paragraph “struck a nerve” means, in the context:
(A) made the wrong decision.
(B) triggered nervous breakdowns.
(C) created an unmanageable situation.
(D) provoked a student uprising.
(E) stirred anger and outrage.

•    Gabarito E  
The expression from the second paragraph “struck a nerve” means, in the context:
A expressão do segundo parágrafo “struck a nerve”(atingiu um nervo) significa, no contexto:

(A) made the wrong decision.
(tomou a decisão errada)

(B) triggered nervous breakdowns.
(desencadeou colapsos nervosos.)

(C) created an unmanageable situation.
(criou uma situação incontrolável.)

(D) provoked a student uprising.
(provocou uma revolta estudantil.)

(E) stirred anger and outrage.
(despertou raiva e indignação.)

❑ TEXTO 4: Read the text to answer questions 09 and 10.

We are at the beginning of a long road to rethinking and rebuilding supply chain models to encompass not just financial priorities but also business operations continuity in the most trying of circumstances.
Estamos no início de um longo caminho para repensar e reconstruir modelos de cadeia de abastecimento, de modo a abranger não só as prioridades financeiras, mas também a continuidade das operações comerciais nas circunstâncias mais desafiantes.

Executives from France and Italy, for example, are discussing ways to remake their businesses in the wake of the Covid-19 pandemic.
Os executivos de França e Itália, por exemplo, estão a discutir formas de reestruturar os seus negócios após a pandemia de Covid-19.

Their specialty is supply chains. They are smart people at the core of the world’s most sophisticated and valuable systems of manufacture, shipment, and inventory, and yet many of their supply systems staggered in the past few months – the byproduct of reliance on old business models.
São pessoas inteligentes que estão no centro dos sistemas de fabrico, expedição e stock mais sofisticados e valiosos do mundo, e, no entanto, muitos dos seus sistemas de fornecimento cambalearam nos últimos meses – resultado da dependência de modelos de negócio antigos.
  • (Antonio Gulli. www.forbes.com, 28.07.2020. Adapted.)
09 – One problem concerning supply chains after the outbreak of Covid-19 relates to
(A) the way the pandemic has thoroughly affected supply businesses.
(B) the resistance of top executives to redesign existing business paradigms in novel circumstances.(a resistência dos altos executivos em redesenhar os paradigmas de negócios existentes em novas circunstâncias.)
(C) the long-term difficulty in establishing financial priorities in the supply chain business.
(D) the instability of supply systems which still follow old business models.
(E) the sophistication of supply chain processes, which renders innovation onerous.

•    Gabarito D  
One problem concerning supply chains after the outbreak of Covid-19 relates to
Um problema relacionado às cadeias de suprimentos após o surto da Covid-19 está relacionado a...

(A) the way the pandemic has thoroughly affected supply businesses.
(a forma como a pandemia afetou profundamente as empresas de suprimentos.)

(B) the resistance of top executives to redesign existing business paradigms in novel circumstances.
(a resistência de altos executivos para redesenhar paradigmas de negócios existentes em circunstâncias novas.)

(C) the long-term difficulty in establishing financial priorities in the supply chain business.
(a dificuldade de longo prazo em estabelecer prioridades financeiras nos negócios da cadeia de suprimentos.)

(D) the instability of supply systems which still follow old business models.
(a instabilidade dos sistemas de suprimentos que ainda seguem antigos modelos de negócios.)

(E) the sophistication of supply chain processes, which renders innovation onerous.
(a sofisticação dos processos da cadeia de suprimentos, o que torna a inovação onerosa.)

10 – In the fragment “and yet many of their supply systems staggered in the past few months”, the underlined word introduces a
(A) contrast.
(B) time relation.
(C) purpose.
(D) consequence.
(E) justification.

•    Gabarito A  
In the fragment “and yet many of their supply systems staggered in the past few months”, the underlined word introduces a
No fragmento “e, no entanto, muitos dos seus sistemas de abastecimento vacilaram nos últimos meses”, a palavra sublinhada introduz uma

(A) contrast.
(contraste, ressalva)

(B) time relation.
(relação de tempo)

(C) purpose.
(propósito)

(D) consequence.
(consequência)

(E) justification.
(justificação, razão)

>> TRECHO:
• "[...] They are smart people at the core of the world’s most sophisticated and valuable systems of manufacture, shipment, and inventory, and yet many of their supply systems staggered in the past few months – the byproduct of reliance on old business models."
• (Eles são pessoas inteligentes no núcleo dos sistemas mais sofisticados e valiosos do mundo de manufatura, remessa e estoque, e ainda assim muitos de seus sistemas de abastecimento cambalearam nos últimos meses - o subproduto da dependência de modelos de negócios antigos.)

❑ TEXTO 5Read the text and the graphs.

Bypassed by the rescue
Ignorado pelo resgate
In a pandemic that’s wreaked widespread economic havoc, Cleveland has been among the hardest hit cities in the U.S.
Numa pandemia que causou estragos económicos generalizados, Cleveland está entre as cidades mais afetadas nos EUA. 

And at a time when the U.S. is engaged in another conversation about its foundational racial inequalities, not much of Washington’ $2 trillion has reached Cleveland’s predominantly Black neighborhoods.
E numa altura em que os EUA estão envolvidos noutra conversa sobre as suas desigualdades raciais fundamentais, não muito dos 2 biliões de dólares de Washington chegaram aos bairros predominantemente negros de Cleveland.

  • (Bloomberg Businessweek, 20.07.2020. Adapted.)
11 – By comparing the text and the graphs it is possible to state that
(A) the help provided by the government has amplified the percentage of American Black families who own their homes.
(B) racial disparity in Cleveland was not narrowed over the first months of the Covid-19 pandemic.
(C) the financial aid from Washington has mitigated long-standing racial imbalances in the country.
(D) minority neighborhoods have been the least penalized of all in Cleveland.
(E) the government should be made responsible for the high number of Covid-19 cases between Black Americans.

•    Gabarito B  
By comparing the text and the graphs it is possible to state that
Ao comparar o texto e os gráficos é possível afirmar que...

(A) the help provided by the government has amplified the percentage of American Black families who own their homes.
(a ajuda fornecida pelo governo ampliou a porcentagem de famílias negras americanas que possuem suas próprias casas.)

(B) racial disparity in Cleveland was not narrowed over the first months of the Covid-19 pandemic.
(a disparidade racial em Cleveland não diminuiu nos primeiros meses da pandemia de Covid-19.)

(C) the financial aid from Washington has mitigated long-standing racial imbalances in the country.
(a ajuda financeira de Washington mitigou desequilíbrios raciais de longa data no país.)

(D) minority neighborhoods have been the least penalized of all in Cleveland.
(os bairros das minorias foram os menos penalizados de todos em Cleveland.)

(E) the government should be made responsible for the high number of Covid-19 cases between Black Americans.
(o governo deve ser responsabilizado pelo alto número de casos Covid-19 entre negros americanos.)

❑ TEXTO 6:
The American embassy escaped the blast in Beirut’s port unscathed.
A embaixada americana escapou ilesa da explosão no porto de Beirute.

Many Western countries either have missions in the city centre or diplomats who live in the area.
Muitos países ocidentais têm missões no centro da cidade ou diplomatas que vivem na zona.

The wife of the Dutch ambassador was killed, as was a German diplomat.
A esposa do embaixador holandês foi morta, assim como um diplomata alemão.

But America’s embassy sits in the mountain village of Awkar, five miles from the port.
Mas a embaixada dos Estados Unidos fica na aldeia montanhosa de Awkar, a oito quilómetros do porto.

Security measures are onerous, a hangover from the bombing of the American embassy in Beirut in 1983, which killed 63 people.
As medidas de segurança são pesadas, uma ressaca do bombardeamento da embaixada americana em Beirute em 1983, que matou 63 pessoas.

It took a week before the ambassador, Dorothy Shea, a career diplomat, toured the port.
Foi preciso uma semana para que a embaixadora, Dorothy Shea, uma diplomata de carreira, visitasse o porto.

Even on social media it has been far quieter than other foreign powers.
Mesmo nas redes sociais tem sido muito mais silencioso do que outras potências estrangeiras.
  • (www.economist.com, 13.08.2020. Adapted.)
12 – The descriptions in the paragraph
(A) underscore the extent of the damage brought about by a bombing in Beirut last August.
(B) display differences in approach between American diplomacy and other countries’ in the moments shortly following the explosion.
(C) depict covert and behind-the-scenes divergences between the American and the Lebanese governments.
(D) accuse the American government of omission for fear of a new threat against American citizens.
(E) point out the low visibility of America’s diplomacy in the Beirut’s event due to both, the Embassy’s location and attitude.

•    Gabarito E  
The descriptions in the paragraph
As descrições no parágrafo

(A) underscore the extent of the damage brought about by a bombing in Beirut last August.
sublinham a dimensão dos danos provocados por um bombardeamento em Beirute, em agosto passado.

(B) display differences in approach between American diplomacy and other countries’ in the moments shortly following the explosion.
mostram diferenças de abordagem entre a diplomacia americana e a de outros países nos momentos logo após a explosão.

(C) depict covert and behind-the-scenes divergences between the American and the Lebanese governments.
retratam divergências encobertas e de bastidores entre os governos americano e libanês.

(D) accuse the American government of omission for fear of a new threat against American citizens.
acusam o governo americano de omissão por medo de uma nova ameaça contra os cidadãos americanos.

(E) point out the low visibility of America’s diplomacy in the Beirut’s event due to both, the Embassy’s location and attitude.
apontam a baixa visibilidade da diplomacia americana no evento de Beirute devido tanto à localização como à atitude da Embaixada.

>> TRECHOS:
It took a week before the ambassador, Dorothy Shea, a career diplomat, toured the port. – Foi preciso uma semana para que a embaixadora, Dorothy Shea, uma diplomata de carreira, visitasse o porto.
Even on social media it has been far quieter than other foreign powers. – Mesmo nas redes sociais tem sido muito mais silencioso do que outras potências estrangeiras.

❑ TEXTO 7:
  • (nytimes.com)
Shimmering white and gracefully statuesque, the Mount Washington Hotel is a granite fortress, a manmade anomaly among the raw wilderness of the surrounding White Mountains in remote northern New Hampshire, U.S. Even to this day, the hotel is geographically secured by 800,000 acres of the White Mountain National Forest around it. This was the main reason why the Hotel was chosen for a World War Two meeting – a meeting that shaped present-day global economic policies.
  • (Linda Laban. www.bbc.com, 26.08.2020. Adapted.)
13 – The term “this”, which introduces the last sentence in the text, refers to the fact that the Mount Washington Hotel
(A) diplays gracefulness and imponence.
(B) served as home to a crucial World War meeting.
(C) stands as strong as a granite fortress.
(D) is isolated and nearly secret.
(E) marvels visitors with its beautiful surrounding scenery.

•    Gabarito D  
The term “this”, which introduces the last sentence in the text, refers to the fact that the Mount Washington Hotel
O termo “isto”, que introduz a última frase do texto, refere-se ao fato de o Hotel Mount Washington

(A) diplays gracefulness and imponence.
exibe graciosidade e imponência.

(B) served as home to a crucial World War meeting.
serviu de sede a um encontro crucial da Segunda Guerra Mundial.

(C) stands as strong as a granite fortress.
ergue-se tão forte como uma fortaleza granítica.

(D) is isolated and nearly secret.
é isolada e quase segrega.

(E) marvels visitors with its beautiful surrounding scenery.
maravilha os visitantes com a sua bela paisagem envolvente.

❑ TEXTO 8: Read the text to answer questions 14 and 15.

The formula for calculating people’s environmental footprint is simple, but widely misunderstood: Impact = Population x Affluence x Technology (I = PAT). The global rate of consumption growth, before the pandemic, was 3% a year. Population growth is 1%. Some people assume this means that the rise in population bears one-third of the responsibility for increased consumption. But population growth is overwhelmingly concentrated among the world’s poorest people, who have scarcely any A or T to multiply their P.
A fórmula para calcular a pegada ambiental das pessoas é simples, mas amplamente mal compreendida: Impacto = População x Afluência x Tecnologia (I = PAT). A taxa global de crescimento do consumo, antes da pandemia, era de 3% ao ano. O crescimento populacional é de 1%. Algumas pessoas presumem que isto significa que o aumento da população é responsável por um terço do aumento do consumo. Mas o crescimento populacional está predominantemente concentrado entre as pessoas mais pobres do mundo, que praticamente não têm A ou T para multiplicar o seu P.

Yet it is widely used as a blanket explanation of environment breakdown. Panic about population growth enables the people most responsible for the impacts of rising consumption (the affluent) to blame those who are least responsible.
No entanto, é amplamente utilizada como explicação genérica para o colapso ambiental. O pânico em relação ao crescimento populacional permite que os mais responsáveis ​​pelos impactos do aumento do consumo (os ricos) culpem os menos responsáveis.
  • (George Monbiot. www.theguardian.com, 26.08.2020. Adapted.)
14 – The text states that
(A) population growth has proven to have overwhelming impact on environmental degradation.
(B) population growth is the main determinant in consumption growth.
(C) the wealthy should be most directly accountable for global ecological damage.
(D) the poor should be most directly accountable for global ecological damage.
(E) poor access to technology and other resources reduces environmental breakdown.

•    Gabarito C  
The text states that
O texto afirma que

(A) population growth has proven to have overwhelming impact on environmental degradation.
o crescimento populacional demonstrou ter um impacto avassalador na degradação ambiental.

(B) population growth is the main determinant in consumption growth.
o crescimento populacional é o principal determinante do crescimento do consumo.

(C) the wealthy should be most directly accountable for global ecological damage.
os ricos devem ser os mais diretamente responsáveis ​​pelos danos ecológicos globais.

(D) the poor should be most directly accountable for global ecological damage.
os pobres devem ser os mais diretamente responsáveis ​​pelos danos ecológicos globais.

(E) poor access to technology and other resources reduces environmental breakdown.
o acesso deficiente à tecnologia e a outros recursos reduz a degradação ambiental.

15 – The formula for calculating people’s environmental footprint
(A) is inadequate because it does not capture all sides of the relation between population growth and environmental degradation.
(B) has proved inefficient to properly relate world’s population and ecological damage during the present pandemic times.
(C) has been wrongly used as the only explanation of causes for ecological breakdown.
(D) has demonstrated that a 3% rise in the world population represents 1% of the responsibility for consumption growth.
(E) is often too plainly interpreted as equating population growth with an equivalent increase in ecological damage and in consumption.

•    Gabarito E  
The formula for calculating people’s environmental footprint
A fórmula para calcular a pegada ambiental das pessoas

(A) is inadequate because it does not capture all sides of the relation between population growth and environmental degradation.
é inadequada porque não capta todos os lados da relação entre o crescimento populacional e a degradação ambiental.

(B) has proved inefficient to properly relate world’s population and ecological damage during the present pandemic times.
revelou-se ineficiente para relacionar adequadamente a população mundial e os danos ecológicos durante os atuais tempos de pandemia.

(C) has been wrongly used as the only explanation of causes for ecological breakdown.
tem sido erradamente utilizada como a única explicação para as causas do colapso ecológico.

(D) has demonstrated that a 3% rise in the world population represents 1% of the responsibility for consumption growth.
demonstrou que um aumento de 3% da população mundial representa 1% da responsabilidade pelo crescimento do consumo.

(E) is often too plainly interpreted as equating population growth with an equivalent increase in ecological damage and in consumption.
é frequentemente interpretada de forma muito clara como a equiparação do crescimento populacional a um aumento equivalente dos danos ecológicos e do consumo.