Questões de Concurso sobre Literatura

William Shakespeare

Emily Bronte

Charles Dickens

Ernest Hemingway

Oscar Wilde

probing nature’s mysteries through the lens of all the animal life on the planet.

equating the poet's creation with God's creation, they are both immortal ones.

that faith is only a fine invention which defies any logic and the rational analysis.

that having the least, fantasy will be necessary to make one’s dreams come true.

Certo

Errado

The Great Gatsby (1925).

To Kill a Mockingbird (1960).

Mrs. Dalloway (1925).

The Catcher in the Rye (1951).

Certo

Errado

Literature is authentic material. It is good to expose learners to this source of unmodified language in the classroom because they skills they acquire in dealing with difficult or unknown language that can’t be used outside the class.

Literature encourages interaction. Literary texts are often rich is multiple layers of meaning, and can be effectively mined for discussions and sharing feelings or opinions.

Literature expands language awareness. Asking learners to examine sophisticated or non standard examples of language (which can occur in literary texts) makes them more aware of the norms of language use (Widdowson, 1975 quoted by Lazar 1993).

Literature educates the whole person. By examining values in literary texts, teachers encourage learners to develop attitudes towards them. These values and attitudes relate to the world outside the classroom.

Literature is motivating. Literature holds high status in many cultures and countries. For this reason, students can feel a real sense of achievement at understanding a piece of highly respected literature. Also, literature is often more interesting than the texts found in coursebooks.

Pride and Prejudice (1813).

Jane Eyre (1847).

Wuthering Heights (1847).

Little Women (1868).

se concentrar na presença do eu lírico de expressão subjetiva.

valorizar a metrificação e versificação em forma de poesia intimista.

usar a linguagem para criar imagens visuais e sonoras.

se propor a incorporar a expressão de emoções ou sentimentos pessoais.

teachers should plan activities which allow for the practice of dialogues and read aloud techniques.

students should choose their own novels, plays and poems to read according to their language level.

teachers should select those which refer to the same cultural and political background as students.

students should be involved in language practice activities which foster interaction and imagination.

Culture should not be present in language studies or be considered in language education since discursive practices have little or nothing to do with social practices or cultural realities.

The communicative context of language is not influenced by cultural differences. Although we know that speakers of different discourses have different worldviews, this cultural detail does not play a part in conceiving meaning.

Although culture plays an important role in language, it's completely possible to fully learn and understand a language, especially in its communicative and interactional function, just focusing on the decontextualized study of grammar.

There is no interdependence between language and culture. The grammatical and semantic categories and aspects are in no way influenced by cultural elements. In the same way, the worldview of a community it is not affected by language.

Language is the way whereby we live our lives. It organizes, through grammar and syntax, how a community sees the world that surrounds it. Language embodies cultural realities, and it is a powerful way to conceive and express social identity.

The lack of punctuation makes it impossible to understand the content of the poem.

The title highlights the simple nature of the poem, by saying that “this is just to say”.

It can be concluded from the poem that the person who ate the plums is completely inconsiderate of others.

The person in the poem did not enjoy the cold fruits.

The verses are organized according to metric and rhyme patterns.

Uma das maiores dificuldades para desenvolver conteúdos em uma perspectiva interdisciplinar está na negociação com outros profissionais e nas considerações logísticas, já que os parâmetros curriculares nacionais são bem claros em afirmar que a interdisciplinaridade exige a reunião de mais de uma disciplina.

A literatura tem uma potencialidade interdisciplinar e, por isso, é capaz de superar a fragmentação artificial que é promovida entre as disciplinas no ambiente escolar. Nesse aspecto, a literatura aparece como uma ferramenta capaz de restabelecer a ponte entre diferentes realidades e conhecimentos.

O ensino da literatura de língua inglesa em perspectiva interdisciplinar deve se pautar exclusivamente em textos canônicos, e deve estar focado na sistematização das informações de diferentes áreas do conhecimento contidas no texto.

No contexto da educação básica, a leitura e a formação do leitor não devem ser aspectos a serem considerados no ensino da língua inglesa. A preocupação do professor deve estar voltada para análises semânticas e sintáticas. O texto literário pode aparecer como suporte para isso.

Pela literatura, é possível ter acesso a diferentes conteúdos, explorados por diferentes áreas do conhecimento. Por isso, uma abordagem interdisciplinar da literatura exige a sistematização dessas diferentes informações, de forma que elas possam ser trabalhadas de forma exemplificativa e individual pela área do conhecimento a que tal conhecimento pertence.

Environmental ethics

Time inexorability

Finitude of humanity

Nature void

Divine voyage

contentamento com a interação virtual.

zelo com o envio de mensagens.

preocupação com a composição de textos.

mágoa com o comportamento de alguém.

insatisfação com uma forma de comunicação.

the Modern Art Week took place in São Paulo instead of Rio de Janeiro.

they belonged to the established and affluent aristocracy.

the focus in São Paulo was industrialization.

they were revolutionaries on account of their social backgrounds.

they wished to interfere in local politics.

associate words from a text message with Chaucer’s works.

acquire advanced literary English vocabulary.

infer the meaning of the words in Chaucer’s works.

synthetize literary texts as short messages.

Aceitação.

Incredulidade.

Alienação.

Incerteza.

Humildade.

Ferlinghetti's poem is a clear example of the contemporary tendency to overflow into other arts. Different media and resources dialogue with contemporary literature and produce experiments in form, language and media, all while composing different layers of meaning. The allusion to Goya's painting, for example, incorporates a strong political reference, and builds meaning upon the reader's cultural background.

What Ferlinghetti did in his poetry, is what we call adaptation. This means that Goya's painting was transferred to a different media (the written language) and to a different culture and context, since Ferlinghetti’s preoccupations were with industrialization and capitalism, while Goya was preoccupied with war.

Considering that plastic art is the exclusive terrain where visual compositions take place, the allusion to paintings in poetry is a way to exemplify themes. The purpose of visual arts in literature is not to establish dialogue and is limited to an anecdotal function.

Ferlinghetti is inspired by Goya’s biography to convey his admiration of the painter's technique and use of color. This can be seen through the poem's form, which tries to mimic the abstractness of Goya’s painting.

Ferlinghetti produces an early form of digital poetry, in which the reader influences the experience of the poem and its meaning by directly interacting with it.

Poetic.

Emotive.

Conative.

Metalingual.

O treinamento por meio de traduções de diferentes tipos de textos.

A leitura em voz alta de cada texto estudado.

A ativação do conhecimento prévio do leitor.

O foco no texto escrito, evitando outros elementos tais como ilustrações, gráficos ou tabelas.