Questões de Concurso sobre Língua Inglesa - Compreensão e Interpretação de Texto

No trecho: "We can just keep taxing ourselves, but that residue builds up over time. Then we feel like we've been hit by a semitruck." A expressão "we've been hit by a semitruck" deve ser interpretada como:

Based on the text, analyze the statements below.

I. Lençóis Maranhenses is described as a true desert with no presence of water.

II. The guide followed a clearly marked path that everyone could see.

III. The narrator experienced physical difficulty during the trek.

IV. The narrator wore flip-flops throughout the entire journey.

The correct sequence is:

In his text, the author shows his skepticism about the use of technology in the legislative process.

Segundo o texto,

Segundo o texto,

The text states that information systems support regulatory activities performed by pharmaceutical councils.

The term accurate in “Regular inspections and accurate documentation” refers to records that are precise and reliable.

Choose the correct alternative regarding the ideas and linguistic aspects of the text.

It can be inferred from the text that coffin homes are a serious problem in Hong Kong because

What is the main communicative purpose of this text?

Based on text 11A1-I, choose the option that most accurately reflects a logical consequence of the linguistic policy imposed on the citizens of Oceania.

READ THE TEXT AND ANSWER THE THREE QUESTIONS BELOW

Liberating Adult Education, Animation and People Centred Democracy

Marjorie Mbilinyi

Adopting Issa Shivji’s paradigm, “The philosopher in Nyerere was informed by, and in constant search for, human equality and freedom, while the king in him was driven by the imperatives of building a nation-state” [Shivji 2020 Book Three: 2]. Mwalimu Nyerere advocated transformative pedagogy and liberating adult education, which he linked to nation building and peoplecentred participatory development, especially at grassroots level. He argued that adult learners have knowledge to share. They need to be encouraged to think, analyse critically and act on their own behalf so as to improve their situation. They thereby became active subjects, and participated equally in making key decisions on resource allocations at all levels and benefited equally. While referring to individual demands for freedom and dignity, Mwalimu emphasized the collective nature of these demands, and argued that the African people can only realize real democracy and freedom by uniting together so as to fight against neo-colonialism and corporate globalisation and to struggle for equitable, just development and economic liberation. At the same time, he was a powerful ruler who established an Executive with no checks and balances and focused on nation building and African liberation, not socialism. He denounced global elites and Northern based imperialism, but in the early years he rarely took action against the growth of a bureaucratic bourgeoisie in his own state and party. The failure to translate his ideals of equality and justice into a popular mass movement of workers, peasants, students and others contributed to the ultimate downfall of ujamaa. At the same time, he succeeded in sustaining national unity in an increasingly hostile context during the 1980s debt crisis and confrontation with the International Monetary Fund (IMF) demands for Structural Adjustment (SAP) and neoliberalism [Shivji 2020 Book Thre.

Fonte: Mbilinyi, Marjorie. "Liberating Adult Education, Animation and People Centred Democracy." Convergence 44.1: 3-16.

Consider the following statements in light of the text.

I. The transformative pedagogy defended by Nyerere assumed that adults should be encouraged to think critically, share knowledge, and act politically to improve their own conditions.

II. Although he denounced imperialism and global elites, Nyerere established a highly centralized Executive with limited checks and balances, revealing a tension between democratic discourse and political practice.

III. The failure of ujamaa was partly due to the inability to translate ideals of equality and justice into a sustained, mass-based popular movement.

It is correct to state that:

Which social issue is the meme highlighting?

Segundo o texto, o principal objetivo do modelo TPACK é

Para o modelo TPACK, as três áreas de conhecimento

Analyze the statements below about the text and mark T, if true, or F, if false.

( ) 2025’s holiday season was when there was the most rain in California’s records.

( ) From all the droughts California has faced, two of the worst ever recorded happened in the last 15 years.

( ) It has been 15 years since the most destructive wildfire has ever hit California.

( ) Only three of California’s water supply reservoirs are below 70% of their capacity.

The correct order of filling in the parentheses, from top to bottom, is:

Language Pedagogy and Teacher Identity:

A Decolonial Lens to English Language Teaching from a Teacher Educator’s Experience

[...] Identity is a central category in ELT (English Language Teaching). For instance, several studies have been conducted to document English language teachers’ identities (ELTIs) and how they are constructed [...]. However, identity continues to be seen and researched within what Mignolo (2009) labels as the colonial difference. The colonial difference operates by converting differences into values and establishing a hierarchy of human beings ontologically and epistemically. Ontologically, it is assumed that there are inferior human beings. Epistemically, it is assumed that inferior human beings are rationally and aesthetically deficient.

In this respect, the ELT field has witnessed how colonial constructions of ELTIs have been combined with factors such as race, gender, ethnicity, class, language, and others [...].

Therefore, ELP (English Language Pedagogy) is a remnant of coloniality. In particular, ELP in ELT has separated the subjects from their bodies/identitary features and their geographical location regarding the teaching practice [...]. This attempt is evident in the insertion of the notion of competence as the only discourse mostly reproduced in teaching and teacher education. This unidirectional/dimensional discourse is what has caused that “English language teaching and learning identities are more oriented towards that goal of identifying decontextualized forms of being in the field of teaching” (Castañeda-Peña, 2018, p. 18). For instance, Grosfoguel (2010), when discussing coloniality, claims that: “By breaking the link between the subject of enunciation and the ethnic/racial/sexual/gender/epistemic place, Western philosophy and science manage to create a myth about a real universal knowledge that masks, that is, conceals not only the speaker but also the epistemic, geo and body-political place of the structures of colonial power/knowledge from which the subject speaks [...].

In line with decoloniality by Mignolo and Walsh (2018), we think of ELP otherwise – as “the ongoing serpentine movement toward possibilities of other modes of being, thinking, knowing, sensing, and living”; a movement only possible if those who enact ELP name it, reclaim it, and commit to “changing, disrupting, and dismantling the hegemonic relations” [...].

Therefore, I would like to resort to intersectionality – the intersection of different identitary features – to allow the recognition of whom we are based on what we do, as “who we are and from where we speak is highly relevant for the intellectual projects we are likely to pursue” (Moya, 2011, p. 79). Intersectionality can assist in claiming agency (Stone-Mediatore, 2003) in spaces and territories where colonial histories have been present [...].

Intersectional narratives are then discursive representations of experience in which there is conceptual integration among those conversing. In fact, intersectional narratives serve this study to ground concepts and interpretations for “knowledge co-creation, in which researchers and participants develop shared understandings and develop new ideas” (Galafassi et al., 2018, p. 9). This is why intersectional narratives in this study comprise a relevant theoretical construct indispensable to investigating epistemological ruptures [...].

Available in: https://revistas.unal.edu.co/index.php/profile/article/view/90754. Acess on: Feb. 10, 2026. (Adapted).

The article states that

Based on Text 2, select the only alternative that correctly reflects its main focus:

Supported by Text 1, choose the alternative that correctly describes its main purpose:

Regarding the word “non-native”, extracted from Text 2, it is CORRECT to affirm that: