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CONCURSO IFPI PROFESSOR

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LEIA ATENTAMENTE AS INSTRUES NESTA PGINA

* Voc recebeu do fiscal o seguinte material:

a) este Caderno de Questes com o enunciado das 40 (quarenta) questes da prova objetiva.
b) uma Folha de Respostas,, destinada s respostas das questes da prova objetiva.
* responsabilidade do candidato certificar-se
certificar se de que recebeu a prova correspondente ao curso/disciplina para o qual
concorre (verifique o cabealho do Caderno de Questes).
Questes). Notifique ao fiscal qualquer irregularidade.
irregularidade
* FOLHEAR O CADERNO DE QUESTES ANTES DO INCIO DA PROVA IMPLICA NA ELIMINAO
DO CANDIDATO.
* Verifique se as informaes contidas na Folha de Respostas esto corretas. Caso contrrio, notifique o fiscal.
* Aps a conferncia, o candidato dever assinar no espao prprio da Folha de Respostas,
Respostas caneta esferogrfica de
tinta na cor preta ou azul.
* Tenha muito cuidado com a Folha de Respostas para no DOBRAR, AMASSAR ou MANCHAR. A Folha de
Respostas somente poder ser substituda caso esteja danificada em suas margens superior ou inferior BARRA DE
RECONHECIMENTO PARA LEITURA TICA.
TICA
* Ser ELIMINADO do Concurso o candidato que:
a) for surpreendido durante o perodo de realizao de sua prova portando (carregando consigo, levando ou
conduzindo) armas ou aparelhos eletrnicos (bip, telefone celular, qualquer tipo de relgio com mostrador digital,
walkman, agenda eletrnica, notebook, palmtop, receptor, gravador,
gravador, controle de alarme de carro, etc), quer seja na sala
de prova ou nas dependncias do seu local de prova. Item 9.17, alnea c do edital.
b) ausentar-se
se da sala de prova, durante o perodo de realizao de sua prova, portando a folha de respostas da prova
prov
objetiva, o caderno de questes, ou quaisquer equipamentos eletrnicos. Item 9.17, alnea h do edital.
c) fizer anotao de informaes relativas s suas respostas da prova objetiva, em qualquer meio. Item 9.17, alnea f
do edital.
d) no permitir a coleta da digital, no procedimento descrito no subitem 9.15 do edital ou no efetuar a transcrio do
texto apresentado caso seja utilizado o procedimento descrito no subitem 9.16 do edital.
* Quando terminar, entregue obrigatoriamente ao fiscal a Folha de Respostas.. A entrega do Caderno de Questes
obrigatria se o candidato terminar a prova antes de faltar 30 (trinta) minutos para o trmino desta. ASSINE
OBRIGATORIAMENTE A LISTA DE PRESENA.
PRESENA
* Ser automaticamente eliminado do Concurso Pblico o candidato
candidato que descumprir as instrues contidas no
Caderno de Questes. Item 9.17, alnea i do edital.
* Consulte as prximas atividades no cronograma disponvel na guia Cronogramas, acessando a pgina do concurso em
www.funrio.org.br.
* Transcreva em letra cursiva, no espao prprio na Folha de Respostas, a frase abaixo apresentada entre aspas.
As obras humanas alteram-se,
se, corrompem-se,
corrompem
modificam-se, transformam-se.
se.
(Machado de Assis)
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Fundamentos da Educao e Legislao Educacional

Questo 01
Os Institutos Federais de Educao Cincia e Tecnologia IFET tm-se
se apresentado como instituies que
estabelecem vnculos com a valorizao da educao e das instituies pblicas. Essa
Essa interdependncia tem como
pressuposto o combate s desigualdades estruturais de toda ordem, sendo fundamentais para a construo de uma nao
democrtica e soberana, estando, assim, em
m consonncia com as atuais polticas educacionais e pblicas brasileiras.
A Seo II do Art. 6 daa lei n 11.892/08 fala sobre as finalidades e caractersticas dos Institutos Federais. Seus
S
incisos
pem em destaque a finalidade de ofertar a Educao Profissional e Tecnolgica em todos os nveis e modalidades e
promover a integrao e a verticalizao da educao profissional, desde a educao bsica at a educao superior,
otimizando os recursos de gesto, os quadros de pessoal e a infraestrutura fsica. Devem constituir-se
constituir
como centros de
excelncia na oferta do ensino de cincias, em geral, e de cincias
cincias aplicadas, em particular, e qualificar-se
qualificar como referncia
no apoio oferta do ensino de cincias nas instituies pblicas de ensino, oferecendo capacitao tcnica e atualizao aos
docentes (Lei 11.892/08, art. 6).
Esse texto legal, em seu inciso
o VIII, destaca que o IFET se prope a realizar e estimular
A) a pesquisa aplicada, a produo cultural, o empreendedorismo, o cooperativismo e o desenvolvimento cientfico e
tecnolgico.
B) o ensino de educao infantil, desde a creche at final do ensino fundamental,
fundamental, capacitando seus profissionais em servio.
C) a produo, o desenvolvimento e a transferncia de tecnologias, voltadas preservao do meio ambiente.
D) os programas especiais de formao pedaggica, com vista na formao de professores para a educao
educa
fundamental.
E) a oferta formativa em benefcio da consolidao e fortalecimento dos arranjos produtivos, empresariais e culturais da
Nao.
Questo 02
A Lei de Diretrizes e Bases de 1996 evidencia no art. 12, incisos de I a VII, as aes atribudas escola,
e
que so (...)
elaborar e executar sua proposta pedaggica; administrar seu pessoal e seus recursos materiais e financeiros; assegurar o
cumprimento dos dias letivos e das horas-aula
aula estabelecidas legalmente; velar pelo cumprimento do plano de trabalho
trabal de
cada docente; prover meios para a recuperao de alunos de menor rendimento; articular-se
articular se com as famlias e a comunidade,
criando processos de integrao da sociedade com a escola; informar pais ou responsveis sobre a frequncia e o rendimento
dos alunos,
lunos, bem como sobre a execuo de sua proposta pedaggica.
Para Libneo (2004), enquanto organizaes, as escolas ressaltam a interao entre as pessoas, para a promoo da
formao humana e para que elas funcionem e concretizem seus objetivos, requerendo
requerendo tomadas de decises, bem como de
direo e controle dessas decises. Esse processo ele o denomina como
A)
B)
C)
D)
E)

controle.
ajuste.
gesto.
abrangncia.
norteamento.

Questo 03
O Programa de Integrao da Educao Profissional Educao Bsica na Modalidade Educao de Jovens e Adultos
PROEJA tem por objetivo dar oportunidades educacionais a jovens e adultos que ainda no terminaram o ensino
fundamental, bem como aos que j o finalizaram, mas ainda no concluram nem o ensino mdio nem um curso que os
habilite
ilite em uma profisso tcnica de nvel mdio.
O Art. 5o, do decreto n 5.840/2006, estabelece que as instituies que oferecem esses cursos so responsveis por sua
estruturao e pela expedio de certificados e diplomas.
Por isso, o Pargrafo nico destee Art. 5 determina que as reas profissionais escolhidas para a estruturao dos cursos
sero, preferencialmente, as que maior sintonia guardarem com as demandas de nvel local e regional, de forma a contribuir
com o fortalecimento das estratgias de quee tipo de desenvolvimento?
A)
B)
C)
D)
E)

scio-histrico e cultural.
scio-histrico e profissional.
tcnico-artstico e econmico.
tcnico-poltico e econmico.
socioeconmico e cultural.
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Questo 04
Segundo a LDB/96, garantir o direito subjetivo de aprender implica fazer da escola um lugar em que os cidados se
sintam valorizados e reconhecidos em sua identidade e singularidade.
Os diversos sistemas, nveis e modalidades de ensino desenvolvidos nas escolas
escolas brasileiras expem os desafios da
qualidade e da equidade, na nossa educao, os quais para serem superados devem se dar em ambiente acolhedor, que
reconhea e valorize as diferenas da diferena, ultrapassando, assim, as desigualdades.
Assim sendo,, para atender a essa norma de procedimento, o Art. 1, da Resoluo n 1/ 2004, estabelece as Diretrizes
Curriculares Nacionais para a Educao das Relaes tnico-Raciais
tnico Raciais e para o Ensino de Histria e Cultura Afro-Brasileira
Afro
e
Africana, a serem consideradas
das pelas instituies de ensino, que atuam nos nveis e modalidades da Educao Brasileira e,
em especial, por Instituies que desenvolvam atividades de que tipo?
A)
B)
C)
D)
E)

cursos de extenso sobre as Culturas Brasileira e Africana.

programas de formao inicial
al e continuada de professores.
oficinas pedaggicas/temticas de incluso sobre as culturas.
palestras e seminrios sobre a Cultura Afro-Brasileira.
Afro
parcerias com instituies voltadas Cultura Africana.

Questo 05
Em consonncia com as profundas mudanas
nas encontradas no mundo do trabalho e do conhecimento na atualidade, a Lei
de Diretrizes e Bases da Educao Nacional reserva um de seus captulos educao profissional. Em seu Captulo III,
Ttulo V, ela trata da educao profissional e tecnolgica e, para atender a essas exigncias, o art. 39 estabelece que a
educao profissional e tecnolgica, no cumprimento dos objetivos da educao nacional,
A)
B)
C)
D)
E)

se ao conselho escolar, aos interesses da comunidade em geral e s exigncias do mercado de trabalho.

associa-se
vincula-se
se aos elevados padres de inovao tecnolgica e cientfica do trabalho, nas diferentes modalidades de ensino.
sujeita-se
se s exigncias do desenvolvimento tecnolgico, em termos de qualificao de mo de obra e de desempenho.
integra-se aos diferentes nveis e modalidades de educao e s dimenses do trabalho, da cincia e da tecnologia.
subordina-se aos desafios terico-metodolgicos
metodolgicos da relao trabalho-educao
trabalho educao e ao preparo para o mundo do trabalho.

Questo 06
Planejamento algo inerente
rente ao ser humano. O processo de ensino e aprendizagem necessita ser planejado, com
intencionalidade e qualidade. Ao se planejar, se antecipam aes para atingir a satisfao dos objetivos traados, ancoradas
nos diferentes elementos que o compem e em necessidades
necessidades criadas a partir de uma determinada realidade, as quais levam a
agir conforme essas ideias antecipadas.
Portanto, o planejamento, enquanto processo de racionalizao, organizao e coordenao da ao docente, deve se
articular com as atividadess a serem desenvolvidas na escola com incerteza ou dificuldade inerente ao contexto social.
Nesse contexto, cabe retomar o que diz Libneo (2012), para quem a ao de planejar no se reduz ao simples
preenchimento de formulrios para controle administrativo,
administrat
pois
A) a atividade consciente de previso das aes docentes, fundamentadas nas opes poltico-pedaggicas.
poltico pedaggicas.
B) a verificao da aplicao de mtodos, tcnicas e conceitos cientficos s decises a serem tomadas na escola.
C) a deciso de realizar uma listagem de aes e recursos a serem executados em determinados datas e prazos.
D) o processo linear e indefinido, estabelecido com prazos fixos, a serem verificados os contedos.
E) o processo simples e harmnico, voltado para a verificao da metodologia das
das aes feitas em grupo.

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Questo 07
O art. 205 da Constituio Federal brasileira estabelece que a educao, direito de todos e dever do Estado e da famlia,
ser promovida e incentivada com a colaborao da sociedade, visando o pleno desenvolvimento da pessoa, seu preparo para
o exerccio da cidadania e sua qualificao para o trabalho.
Para que esse artigo possa se concretizar, entre outros princpios que embasam o ensino a ser ministrado Nao, em
compatibilidade com o Art. 206, seguem-se
se cinco princpios:
I.
II.
III.
IV.
V.

igualdade de condies para o acesso e permanncia na escola;

gratuidade do ensino pblico em estabelecimentos oficiais;
gesto democrtica do ensino pblico, na forma da lei;
garantia de padro de qualidade
piso salarial nacional
nal unificado para os profissionais da escola privada.

Quais desses princpios esto compatveis com o Artigo citado?

A)
B)
C)
D)
E)

II, III, IV e V.
I, II, IV e V.
I, II, III e IV.
I, II, III e V.
I, III, IV e V.

Questo 08
A educao tecnolgica deve permitir e impulsionar a formao do futuro profissional tcnico e cidado. Nesse intuito,
necessita desenvolver um trabalho pedaggico a partir da evoluo da tecnologia atravs de uma viso social, onde as
transformaes inovadoras e as diferentes estratgias utilizadas
utilizadas possam conciliar os imperativos da economia s conjunturas
sociais.
A educao tecnolgica deve associar a pesquisa e a reflexo s propostas das prticas pedaggicas, passando pelo
entendimento da tecnologia como processo educativo que se situa no interior da inteligncia das tcnicas para ger-las
ger
de
outra forma e adapt-las
las s peculiaridades das regies e s novas condies da sociedade (Arroyo, apud Gadotti).
Para a relevncia da formao do futuro profissional, preciso desenvolver o senso crtico
cr
conectado ao mundo
circundante, subordinado pelos princpios de igualdade e solidariedade, atravs dos trabalhos de pesquisa realizados nas
instituies de ensino, num dilogo entre os profissionais das diferentes reas do conhecimento e o embasamento
educacional, com vistas a compreender que fenmenos?
A)
B)
C)
D)
E)

Igualmente os econmicos dos discentes e os decorrentes de suas necessidades no mercado de trabalho.

Especialmente os financeiros, frente formao de mo de obra qualificada.
Apenas os questionadores do mundo do trabalho e das possibilidades de empregabilidade.
No s os da aquisio das prticas profissionais isoladas, como os do trabalho tecnolgico.
Tanto os educativos quanto os culturais, dentro e fora da escola.

Questo 09
Com grande destaque, a educao profissional e tecnolgica, planetria e particularmente em nosso pas, mostra-se
mostra
como elemento estratgico. A formao educacional de qualidade se faz necessria para uma melhor insero de jovens e
trabalhadores na sociedade atual, repleta de grandes transformaes e de avanos cientficos/tecnolgicos, tanto em termos
conceituais, quanto em suas prticas, por serem complexas e abundantes.
A problemtica fundamental dessa modalidade de ensino educao profissional e tecnolgica envolve
necessariamente
essariamente o estreito vnculo com o contexto maior da educao brasileira: sua legislao educacional.
Assim, a LDB 9.394/96, em seu Art. 2, que decreta os fins da Educao Nacional, reza que a educao, dever da
famlia e do Estado, inspirada nos princpios
cpios de liberdade e nos ideais de solidariedade humana, tem por finalidade o pleno
desenvolvimento do educando, preparando-o
o para
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A) o desenvolvimento do esprito tico/esttico e a insero no mercado de trabalho.

B) o exerccio da cidadania e sua qualificao para o trabalho.
C) a participao, de forma competitiva e satisfatria, da qualificao profissional.
D) a insero no mundo produtivo, capacitado para ocupar cargos proeminentes.
E) a atuao consistente e atualizada nas empresas governamentais e privadas.
p
Questo 10
A incluso social um dos grandes desafios brasileiros, uma vez que, ao longo de sua histria, propiciou o acmulo de
desigualdades sociais no que tange distribuio da terra, da riqueza, do acesso aos bens materiais e culturais e da
d
apropriao dos conhecimentos cientficos e tecnolgicos.
A incluso social abrange tambm a proposio de condies para que todos os habitantes do pas possam ter uma
qualidade de vida adequada e como cidados plenos, dotados de conhecimentos, meios e mecanismos de participao
poltica, que os tornem aptos a agir de maneira consciente e fundamentada.
De acordo com essa premissa, em seu Art.1, o Decreto n 5.840/2006, institui, no mbito federal, o Programa Nacional
de Integrao da Educao Profissional com a Educao Bsica na Modalidade de Educao de Jovens e Adultos PROEJA.
Os incisos I e II, do 1o deste artigo rezam que o PROEJA abranger os seguintes cursos e programas de educao
profissional:
A)
B)
C)
D)

formao inicial e continuada de trabalhadores e educao profissional tcnica de nvel mdio.

formao terica/tecnolgica e o treinamento da mo de obra qualificada para o mercado de trabalho.
restrio de oportunidades
dades educacionais e de vagas no mercado de trabalho para os alunos do PROEJA.
ruptura com a formao de profissionais em nmero suficiente e ampliao do aproveitamento adequado.
E) treinamento da populao excluda do conhecimento cientfico/tecnolgico e a insero no trabalho.
Conhecimentos Especficos
Questo 11
According to Hutchinson and Waters, the English for Specific Purposes approach is mainly:
A)
B)
C)
D)
E)

learning-centred
speaking-centred
syllabus-centred
teacher-centred
using-centred

Questo 12
One of the main distinctions between English for Specific Purposes and General English is the:
A)
B)
C)
D)
E)

lack of a want
focus on a need
existence of a need
awareness of a need
occurrence of a want

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Questo 13
Concerning the importance of a syllabus, we can state that all the affirmatives below are accurate, except the one which
asserts that a syllabus is a:
A) statement of projected routes.
B) statement of what will be learnt.
C) support to the teacher and learner.
D) way
ay of providing a set of criteria for materials selection.
E) statement of views on the nature of language and learning.
Questo 14
In accordance to the methodology presented by the English for Specific Purposes approach, it is correct to affirm that:
A)
B)
C)
D)
E)

language
nguage learning is largely a passive process.
language learning is just a matter of linguistic knowledge.
laying out information in a systematic way will not guarantee learning.
existing learners knowledge is of little importance to the learning process.
process
emotional experience involved in the process is not taken into consideration in the language learning.

Questo 15
In order to become an ESP teacher, it is necessary to:
A)
B)
C)
D)
E)

master specialist subject knowledge.

become a teacher of the subject matter.
have a positive attitude towards the ESP content.
have a static basic knowledge on the specific area.
know everything about the subject matter of the ESP material.

Questo 16
It is correct to define genres as:
A)
B)
C)
D)
E)

shaped content-oriented private texts.

staged goal-oriented social processes.
tailored syntax-oriented
oriented didactic materials.
personalized group-oriented
oriented structural media.
adapted student-oriented
oriented educational features.

Questo 17
Bhatia defines genre as a recognizable communicative event characterized
characterized by a set of communicative purpose(s) identified
and mutually understood by the members of the professional or academic community in which it regularly occurs. Seven
steps are proposed in order to analyze the genre structure. From the options below,
below, every item presents one of these steps,
but:
A)
B)
C)
D)
E)

retrieval of bungling information by means of a clumsy user.

placement of the analyzed genre in a situational context.
surveying the existing literature about the genre.
refinement of the situational/contextual analysis.
definition of the linguistic analysis levels.
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Questo 18
Several social and psychological aspects were suggested by Schumann as impacting on the level of acculturation and
consequently triumph in learning. Learners are more likely to acquire the language of a group that:
A)
B)
C)
D)
E)

is unfamiliar to them.
is seen as subordinate.
is perceived as dominant.
they wish to remain distinct.
they have low enclosure with.

Questo 19
All of the following items are broad objectives in teaching
te
ESP with the exception of:
A)
B)
C)
D)
E)

to shorten general performance competencies.

to reveal subject-specific language use.
to develop strategic competence.
to teach underlying knowledge.
to foster critical awareness.

Questo 20
There are a number of approaches to needs analysis. With the publication of Munbys Communicative Syllabus Design,
needs analysis moved towards placing the learners purposes in the vital position within the framework of needs analysis.
Munbys overall model is made up of several
al elements and it is correct to say that the predominant one, which is the basis of
his approach to needs analysis, is the:
A)
B)
C)
D)
E)

Meaning Processor.
Linguistic Encoder.
Language Skills Selector.
Communication Needs Processor.
Communicative Competence Specification.
cation.

TEXT 1
_________________________________________
September 17, 2012
By Terry Heick
Perhaps more than anything else, the English Language classroom is a place of diversity. There is diversity of academic
expectations for teachers. The Common Core assigns literature and informational reading, writing, speaking/listening and
language to whatt is usually a single "class." This is a total of five extremely broad topics, each of which could more than
stand on its own as a content area.
There is diversity of content, where media from two thousand years ago to yesterday, from Gilgamesh to Tupac Shakur,
S
can
find a place. This is a content area where students read and reflect, write and discuss, revise and rethink, compose and
present, speak and observe all in the company of some of the greatest thinkers in mankind's history.
There is also diversity
ity of assessment, where projects, exams, open-response
open response questions, essays, digital products and
community projects all vie for a chance to demonstrate what a student understands.
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It makes sense, then,, that in such a busy atmosphere full of often-conflicting

often
ng literacies and constant rigor, video games might
find an authentic and compelling role. How can they function?
1) Entry Points
In any classroom, a video game can provide a sure-footed
sure footed entry point into content. Interested in teaching tone? The video
gamee Limbo makes toys to perfection with this classic literary tool, using a subdued color palette, minimal character
dialogue and macabre settings as a boy works his way through digital, black-and-white
black
white badlands. Contrast it quickly with a
60-second video of Little Big Planet 2, and tone will be on full display. From here you can move on to speeches from Martin
Luther King, where tone is overt, then short stories from Wendell Berry and Franz Kafka, where it may not be.

2) Student Voice
Video games are engaging,, gamified, full of light and sound, and often (though not always) widely accessible. The fact that
they're especially inviting to male learners, who may struggle to find much of anything in academia immediately inviting,
makes them a compelling tool forr any progressive educator. They also provide students a voice. Allowing a student to
discuss video games that are meaningful to him is just like asking your bookworm students to discuss their favorite books.
Watch them light up when you not only show interest,
interest, but allow them to brainstorm games that may "fit" an assignment or
project, or to even bring in narrative nuggets of games like Fallout 3, which has plots and subplots that rival -- at least in
quantity -- the most heralded classic literary texts.

3) Inspiration
Video games are strangely inspirational. The best examples from this growing medium are not play-and-forget
play
affairs, but
rather digital universes for players to enter and dwell.
dwell. Games like Bethesda's Skyrim can enamor players for hundreds of
hours, as they carefully construct avatars that act out their own desire for power, control, and diverse ability to construct and
manipulate an environment that makes sense to them (something Minecraft does exceptionally well).
When video games are brought into learning -- and integrated in a way that doesn't neuter the relevance or obscure what
makes the game wonderful you'll notice major changes, many of which won't always be comfortable. Inspiration changes
everything. Some students many of whom may have previously appeared lethargic and apathetic may be difficult to keep
seated, perhaps literally. This is no reason to shelve the game, but a factor to plan for and a sign of just how thoroughly
you've put them to sleep in the past.
Embracing Digital Learning Tools
Video games represent a diverse, exciting and potent media form, and they offer fresh possibilities as digital learning tools.
tools
Getting them to "do what you want" is a matter of experimentation and professional development, as are most powerful
teaching tools. But in the classroom, video games not only have a role, but also demand a seat next to novels and poems,
speeches and letters, essays and short stories.
For this to happen, you needn't turn your classroom into some awkward "study" of the (mediocre) narrative elements of a
game like Call of Duty: Modern Warfare 3, but rather turn first to the students. See what they play, what they love, where
their experience is and what their ideas are for dragging lowly
lowly video games into the hallowed halls of English Language
instruction. Then, as you become more comfortable, continue to seek out better ideas, tools and resources for making it
happen.
(Adapted from: http://www.edutopia.org/blog/video-games
games-in-english-classroom-terrell-heick)

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Questo 21
According to what is developed throughout TEXT I, what is the best title to it?
A)
B)
C)
D)
E)

Singing in the English classroom: listen the students voices.

The use o video games to homogenize students level.
Digital learning tools and the difficulty to use them.
Video game: the most indispensable learning tool.
The role of video games in the English classroom.

Questo 22
The main aim of TEXT 1 is to:
A)
B)
C)
D)
E)

encourage the use of video games in classroom.

classroom
elect videogame as the most important tool in classroom.
sell games related to English language teaching and learning.
instruct teachers on how to base all their classes in video games.
make students
udents write narratives from the experience they acquire by playing games.

Questo 23
As they appear in the text, the phrasal verbs act out and seek out could be replaced by the following verbs, maintaining the
original meaning, respectively:
A)
B)
C)
D)
E)

conceal; investigate
demonstrate; search
reveal; abandon
display; neglect
mask; inspect

Questo 24
In the following excerpt There is also diversity of assessment, where projects, exams, open-response
open
questions, essays,
digital products and community projects all vie for a chance to demonstrate what a student understands. , the word vie
can be replaced, keeping the original meaning, by:
A)
B)
C)
D)
E)

support
struggle
glide
truce
aid

Questo 25
Check the only option in which all the words taken from TEXT I are formed by the same process:
A)
B)
C)
D)
E)

previously; comfortable; greatest

open-response; diversity; own
Minecraft; Fallout; Limbo
doesn't; won't; Bethesda's
read; revise; rethink
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Questo 26
In the excerpt video games not only have a role, but also demand a seat next to novels and poems, speeches and letters,
essays and short stories., the expression not only ... but also brings the idea of:
A) cause
B) result
C) addition
D) contrast
E) consequence
Questo 27
It makes sense, then, that in such a busy atmosphere (...), can be substituted,
The discourse marker then, present in It
without change in meaning, by:
A)
B)
C)
D)
E)

nevertheless
furthermore
eventually
whereas
thus

Questo 28
In the quotation video
video games might find an authentic and compelling role.
role. the modal verb could be changed,
maintaining the idea expressed, by:
A)
B)
C)
D)
E)

may
must
should
have to
ought to

Questo 29
As it appears in TEXT 1, the only option in which the word can be considered as a verb in the present continuous is:
A)
B)
C)
D)
E)

growing
teaching
engaging
embracing
compelling

Questo 30
The pronoun them that appears in the excerpt Games
Games like Bethesda's Skyrim can enamor players for hundreds of hours, as
they carefully construct avatars that act out their own desire for power, control, and diverse ability to construct and
manipulate an environment that makes sense to them (something Minecraft does exceptionally well).
well). refers to:
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A)
B)
C)
D)
E)

INGLS

Games
players
hundreds
hours
avatars

TEXT 2
FIFA, pay my fare
By Jenna Hussein
March 1st, 2014
When a country is selected to host an international event on the scale of the FIFA World Cup or the Summer Olympics, it is
lauded as both
oth a great accomplishment and an exciting opportunity to showcase the country to the world. Brazil will host
both the FIFA World Cup in June 2014 and the Summer Olympics in 2016, but many citizens have in turn taken to the
streets in protest.
Among them this
his past summer was Gustavo Pires de Oliveira Dias. As he recounted watching videos of extreme
police brutality he felt compelled to move: I, and most people in Brazil, realized that our fundamental right to express
ourselves was at stake and thats when the manifestation grew It was like people went to the streets and said everything
they wanted to say for the past 10 years.
Holding signs with slogans like: Dont come to the World Cup, World Cup for whom? and Wake up Brazil, a teacher is
worth more than Neymar [the soccer player], hundreds of thousands of Brazilians currently feel that the government should
prioritize improving social programs such as healthcare and education before they set aside large sums of money to host
these kinds of events.
I cant explain enough how dreadful the conditions of public services are in Brazil. Instead of investing [in these events],
the government is again using their self-interest
interest to host a World Cup and enrich themselves, explained Pires de Oliveira
Dias.
To pay for the soccer stadiums and Olympic venues, different city governments have begun raising the prices of public
transportation. As reported in Rio, a single bus fare increased from 2.75 reais ($1.20) to 3 reais ($1.30). This incremental
change nevertheless has resulted in huge uproar. In one case, Brazilians chanted FIFA, pay my fare! as they jumped over
barriers at the Central Station in Rio de Janeiro and refused to pay for public transportation.
Brazil will spend approximately $14.5 billion on preparations for the World Cup, and the economic benefits of hosting the
event are expected to be about $59 billion. From these predictions, it seems that the benefits of the event will exceed the
costs. However, it is unlikely that the long-term
term gains of hosting
ing the event will be felt in ordinary Brazilians lives. Some of
the money will be lost in corruption, and otherwise, the main benefits will be felt in the hospitality and tourism industries. As
measured by the Gini coefficient, Brazil is one of the most unequal countries in the world. In recent years, the government
has taken measures to address inequality by investing in social programs such as Bolsa Familia, a welfare program that
supports the poorest Brazilians and their children. Bolsa Familia gives cash
ash incentives to parents who schedule medical
checkups for their children and send them to school. In 2011, it was estimated that 26% of Brazilians benefited from this
program.
This has created a revolution of rising expectations, says Aseema Sinha, Professor of Government at Claremont
McKenna College. You begin to demand more from the government because you know that the government has already
given you something. Sometimes, as in this case, the implementation of social welfare programs can lead to a sense of
entitlement to the governments money.

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Professor Sinha suggests that the revolution of rising expectations may explain why Brazilians are unhappy with the amount
of money their government is spending on the World Cup and Olympics. Likely, it is because they do not feel that they are
benefiting from an adequate share of these funds through social services.
Sinha notes that it is not simply about the bottom line costs and benefits of hosting events like the World Cup. Rather, it
is about the location
tion of the costs and benefits. Brazilians help pay for the World Cup and Olympics through their
taxes, which are coupled with cuts in social programs and increases in public transportation fares. The benefits of hosting
these events are largely to the hospitality
spitality industry, government, contractors and businessmen, so it is unlikely that the
benefits will be extended to those who paid to host the events.
It is possible that current protesters are inspired by their countrys past success in civil uprisings. For many years, Brazil has
had an active civil society with urbanized and educated people who want to hold the government accountable for its actions.
While Brazilians have a right to protest the World Cup and Olympics, the root of their dissatisfaction goes
go far beyond the
bounds of goal posts and interlocked rings. As Pires concluded, the truth is that the laws need to change. We need more
transparency, more accountability, and no mandatory voting. We also need a big clean up at the federal level, and that
means firing every single politician that has what we call a dirty record.
(Adapted from: http://www.claremontportside.com/print-edition/2013-2014/march-2014/fifa
http://www.claremontportside.com/print
2014/fifa-pay-my-fare/comment-page-1/)

Questo 31
It is correct to infer from TEXT 2 that:
A) the best thing that can happen to change a country are the FIFA World Cup and the Summer Olympics.
B) since Brazil will host both FIFA World Cup and Summer Olympics, the government will increase its investments in
social programs.
C) in order to host international events, Brazilian government is making a huge effort to eradicate corruption.
D) Brazilians will not complain about the money spent by the government
government if the claims are met.
E) the investments are made not only by the government which will host the games, but also through the taxes Brazilians
pay.
Questo 32
In the sentence FIFA, pay my fare, it is correct to affirm that the term FIFA functions
functions as a(n):
A)
B)
C)
D)
E)

vocative
apposition
euphemism
direct object
subject complement

Questo 33
In the sentence FIFA, pay my fare!,, as it appears in TEXT 2, the use of inverted commas as punctuation marks denotes
a(n):
A)
B)
C)
D)
E)

irony
quotation
distinction
unusual usage
nonstandard usage
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Questo 34
The imperative mood, which is employed in the title of TEXT 2, expresses a(n):
A)
B)
C)
D)
E)

fact
doubt
opinion
request
actuality

Questo 35
, the relative pronoun can be
In the sentence aa welfare program that supports the poorest Brazilians and their children,
substituted, without change in meaning, by:
A)
B)
C)
D)
E)

who
whom
whose
which
where

Questo 36
The excerpt taken from TEXT 2 in which it is possible to find the use of the passive voice is:
A)
B)
C)
D)
E)

but many citizens have in turn taken to the streets in protest.

protest.
different
different city governments have begun raising the prices of public transportation
transportation
This
This incremental change nevertheless has resulted in huge uproar.
uproar.
it was estimated that 26% of Brazilians benefited from this program.
For
For many years, Brazil has had an active civil society with urbanized and educated people
people

Questo 37
In the following passage hundreds of thousands of Brazilians currently feel that the government should prioritize
improving social programs
ms such as healthcare and education before they set aside large sums of money to host these kinds of
events the modal verb brings the idea of:
A)
B)
C)
D)
E)

necessity
deduction
prohibition
probability
recommendation

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Questo 38
Each item below brings a piece of TEXT 2 and one single word extracted from each quotation beside it, respectively.
Indicate in which option the word extracted from the quotation is the nucleus of the group:
A)
B)
C)
D)
E)

an international event international

an exciting opportunity opportunity
the main benefits the
social welfare programs social
the World Cup World

Questo 39
Concerning the use of the discourse marker while in While
While Brazilians have a right to protest the World Cup and
Olympics, the root of their dissatisfaction
tion goes far beyond the bounds of goal
oal posts and interlocked rings, it is correct to
state that the idea conveyed is one of:
A)
B)
C)
D)
E)

time
reason
contrast
sequence
consequence

Questo 40
According to TEXT 2, "Bolsa Familia" is a program that:
A)
B)
C)
D)
E)

serves as a government manipulation tool.

gives cash to poor people in order to acquire votes.
pays school and health insurance for the poorest Brazilian's children.
schedules medical checkups and sends kids who live in the Northeast to school.
helps the most deprived Brazilian citizens, approximately one fourth of the population.

Pgina: 14