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TEXTO II
Hamlet
Hamlet diante do abismo
deveria ter dito como o outro de Shakespeare:
"To be or not to be – that is the question".
Mas este Hamlet do meu poema
jogou o chapéu pra trás, engoliu em seco
e articulou:
"Mas que buracão, meu Deus do céu"
É que este Hamlet do meu poema
é analfabeto,
trabalha na estiva,
é meu filho da minha lavadeira,
nada tem com Shakespeare
e só é Hamlet por acaso.
Gervásio Leite. Disponível em: http://www.academiadeletrasmt.com.br/revista-aml/obras-digitalizadas/262-antologia-poetica-mato-grossense
I - .............. de Direitos é o instrumento através do qual se opera a transmissão de direitos sobre determinado bem, que poderá ser móvel ou imóvel. II - O IBGE divulgou ontem os resultados do .............. demográfico de 2017. III - .............. é uma característica que qualifica a pessoa que é recatada, reservada, modesta e delicada em suas ações. IV - A defesa civil alertou para o perigo .............. de deslizamentos de encostas durante as chuvas. V - Em 2013, a embaixada italiana no Brasil divulgou que 30 milhões de brasileiros são descendentes de .............. italianos.
I - Meio ambiente pode ser definido como o conjunto das condições biológicas, físicas e químmicas ou conjunto de circunstâncias culturais, econômicas, morais e sociais em que vivem os indivíduos. II - Assistindo ao vídeo, você poderá ter idéias incríveis e também terá a oportunidade de comprá-lo por um preço baixíssimo. III - A saúde pública requer o controle da incidência de surtos epidêmicos, através da vigilância sanitária. IV - Reis, raínhas, príncipes e princesas: esse é o princípio da família dos contos de fadas legítimos, apesar das críticas contemporâneas.
TEXTO I
Retratando...
Somos todos frustrados neste mundo;
uns são mais, outros menos, mas ninguém
pode gabar-se de não ter no fundo
recalques, pois, de sobra, todos têm!
Um poço de mistérios, bem profundo,
possui em seu recesso todo alguém...
Mas a tara só vem à luz, segundo
o interesse animal que nos convém!
Embuçado no véu da hipocrisia,
ou preso a preconceitos, já sem fé,
todo homem se empenha noite e dia,
nessa inglória tarefa de querer
insistir em mostrar o que não é,
e o que deseja, mas não pode ser!
Rubens de Castro. Disponível em: <http://www.academiadeletrasmt.com.br/revista-aml/obras-digitalizadas/262-antologia-poetica-mato-grossense>
TEXTO I
Retratando...
Somos todos frustrados neste mundo;
uns são mais, outros menos, mas ninguém
pode gabar-se de não ter no fundo
recalques, pois, de sobra, todos têm!
Um poço de mistérios, bem profundo,
possui em seu recesso todo alguém...
Mas a tara só vem à luz, segundo
o interesse animal que nos convém!
Embuçado no véu da hipocrisia,
ou preso a preconceitos, já sem fé,
todo homem se empenha noite e dia,
nessa inglória tarefa de querer
insistir em mostrar o que não é,
e o que deseja, mas não pode ser!
Rubens de Castro. Disponível em: <http://www.academiadeletrasmt.com.br/revista-aml/obras-digitalizadas/262-antologia-poetica-mato-grossense>
TEXTO I
Retratando...
Somos todos frustrados neste mundo;
uns são mais, outros menos, mas ninguém
pode gabar-se de não ter no fundo
recalques, pois, de sobra, todos têm!
Um poço de mistérios, bem profundo,
possui em seu recesso todo alguém...
Mas a tara só vem à luz, segundo
o interesse animal que nos convém!
Embuçado no véu da hipocrisia,
ou preso a preconceitos, já sem fé,
todo homem se empenha noite e dia,
nessa inglória tarefa de querer
insistir em mostrar o que não é,
e o que deseja, mas não pode ser!
Rubens de Castro. Disponível em: <http://www.academiadeletrasmt.com.br/revista-aml/obras-digitalizadas/262-antologia-poetica-mato-grossense>
TEXTO I
Retratando...
Somos todos frustrados neste mundo;
uns são mais, outros menos, mas ninguém
pode gabar-se de não ter no fundo
recalques, pois, de sobra, todos têm!
Um poço de mistérios, bem profundo,
possui em seu recesso todo alguém...
Mas a tara só vem à luz, segundo
o interesse animal que nos convém!
Embuçado no véu da hipocrisia,
ou preso a preconceitos, já sem fé,
todo homem se empenha noite e dia,
nessa inglória tarefa de querer
insistir em mostrar o que não é,
e o que deseja, mas não pode ser!
Rubens de Castro. Disponível em: <http://www.academiadeletrasmt.com.br/revista-aml/obras-digitalizadas/262-antologia-poetica-mato-grossense>
TEXTO I
Retratando...
Somos todos frustrados neste mundo;
uns são mais, outros menos, mas ninguém
pode gabar-se de não ter no fundo
recalques, pois, de sobra, todos têm!
Um poço de mistérios, bem profundo,
possui em seu recesso todo alguém...
Mas a tara só vem à luz, segundo
o interesse animal que nos convém!
Embuçado no véu da hipocrisia,
ou preso a preconceitos, já sem fé,
todo homem se empenha noite e dia,
nessa inglória tarefa de querer
insistir em mostrar o que não é,
e o que deseja, mas não pode ser!
Rubens de Castro. Disponível em: <http://www.academiadeletrasmt.com.br/revista-aml/obras-digitalizadas/262-antologia-poetica-mato-grossense>
Com base na leitura do texto de RUbens de Castro, julgue as assertivas e assinale a opção correta:
I - O texto é uma tentativa de caracterizar ou retratar, conforme o próprio título aponta, aquelas seres humanos que, por não alcançarem seu objeto de desejo, sentem-se "frustrados".
II - Segundo o texto do escritor mato-grossense Rubens de Castro, a frustração do ser humano é decorrente de não alcançar o que deseja ser.
III - Uma vez que não alcança seu objeto de desejo o ser humano recorre à hipocrisia, na medida em que finge ser o que não é.
IV - Conforme o texto, todos os seres humanos são, igualmente, frustrados.
Inserted in this context, which one of the items below is not necessarily a concept to be regarded?
Read the text below in order to answer the question.
Chapter 3
CYBER-SCHOOLING AND TECHNOLOGICAL CHANGE
Multiliteracies for new times
Carmen Luke
Introduction: technological innovation and dissemination
In the last few years, talk about the information superhighway has saturated the media, the marketplace, and the public imagination. Social critics and commentators tell us we are in the midst of a technological and information revolution which will change for ever the way we communicate and conduct our everyday affairs. But what is the information revolution? How do the new technologies impact on our lives now and what might these changes mean for the future? What might all this mean for education, for teachers and students, for teaching and learning?
My aim in this chapter is to provide a guided tour of a range of issues currently being raised about new information technologies (IT) and computer mediation communications (CMC), in relation to schooling and literacy. What is interesting in current debates is that researchers and social commentators are looking at much broader and more long-term social and cultural consequences of the impact of CMC. Even among educators, concerns are not confined exclusively to pedagogical and curriculum issues. It seems that questions about the significant and permanent social changes seeping into every crevice of our everyday work and private lives are on everyone's mind. Many of the issues that are being raised today, and which I will sketch out here, deal with abstract notions about the virtual and 'real'; about time and space; about 'body-less' interactions and comunities of learners; about global access, global culture, and so forth. But despite what appears to be a highly abstract debate, it nonetheless has concrete implications for schooling as we know it and all the traditional industrial model precepts and practices developed within that model. And yet the radical technological changes we now hear about in the media - most of which are framed in either a technophobic 'crisis' or else protechnology 'panacea' rhetoric - have been with us for quite some time.
Of all the innovations in communications technologies over the past two decades, the video cassette recorder (VCR), computer, and now the global network of the Internet have had the most profound effect on home entertainment, education, and workplace practice.
[...]
Today, the Internet is generating equally profound changes in the way we communicate, and how we access, produce, and distribute information and knowledge. Yet the Internet too is generating virulent responses from the public and social critics about its 'anarchic' nature: the inability to control it, to censor it, to manage and limit it. The Internet gets a lot of bad press particularly in relation to that age-old concern over various forms of pornography, privacy and sexual harassment, issues concerning 'electronic stalking', and questions of ownership, monopoly, and unequal access. By the same token, the huge educational (and entrepreneurial) potential of the Internet - popularised as the information superhighway - often gets lauded to the point of blind faith.
Literacy requirements have changed and will continue to change as new technologies come on the marketplace and quickly blend into our everyday private and work lives.
[...]
I - Internet is generating new ways to access, produce, and distribute information and knowledge. II - Scholarship system has barely taken hypertextuality into consideration. III - Teaching students about new technologies has not been a high priority in the school curriculum. IV - Even among educators, the discussion about the impact of technological changes in our everyday lives is not confined exclusively to pedagogical and curriculum issues.
The CORRECT answer is:
Read the text below in order to answer the question.
Chapter 3
CYBER-SCHOOLING AND TECHNOLOGICAL CHANGE
Multiliteracies for new times
Carmen Luke
Introduction: technological innovation and dissemination
In the last few years, talk about the information superhighway has saturated the media, the marketplace, and the public imagination. Social critics and commentators tell us we are in the midst of a technological and information revolution which will change for ever the way we communicate and conduct our everyday affairs. But what is the information revolution? How do the new technologies impact on our lives now and what might these changes mean for the future? What might all this mean for education, for teachers and students, for teaching and learning?
My aim in this chapter is to provide a guided tour of a range of issues currently being raised about new information technologies (IT) and computer mediation communications (CMC), in relation to schooling and literacy. What is interesting in current debates is that researchers and social commentators are looking at much broader and more long-term social and cultural consequences of the impact of CMC. Even among educators, concerns are not confined exclusively to pedagogical and curriculum issues. It seems that questions about the significant and permanent social changes seeping into every crevice of our everyday work and private lives are on everyone's mind. Many of the issues that are being raised today, and which I will sketch out here, deal with abstract notions about the virtual and 'real'; about time and space; about 'body-less' interactions and comunities of learners; about global access, global culture, and so forth. But despite what appears to be a highly abstract debate, it nonetheless has concrete implications for schooling as we know it and all the traditional industrial model precepts and practices developed within that model. And yet the radical technological changes we now hear about in the media - most of which are framed in either a technophobic 'crisis' or else protechnology 'panacea' rhetoric - have been with us for quite some time.
Of all the innovations in communications technologies over the past two decades, the video cassette recorder (VCR), computer, and now the global network of the Internet have had the most profound effect on home entertainment, education, and workplace practice.
[...]
Today, the Internet is generating equally profound changes in the way we communicate, and how we access, produce, and distribute information and knowledge. Yet the Internet too is generating virulent responses from the public and social critics about its 'anarchic' nature: the inability to control it, to censor it, to manage and limit it. The Internet gets a lot of bad press particularly in relation to that age-old concern over various forms of pornography, privacy and sexual harassment, issues concerning 'electronic stalking', and questions of ownership, monopoly, and unequal access. By the same token, the huge educational (and entrepreneurial) potential of the Internet - popularised as the information superhighway - often gets lauded to the point of blind faith.
Literacy requirements have changed and will continue to change as new technologies come on the marketplace and quickly blend into our everyday private and work lives.
[...]
( ) Technological changes have a profound impact on education and on our everyday lives. ( ) Multiliteracy is a concept profoundly linked to technological changes. ( ) The Internet has changed the way we conceive the reading of a text. ( ) In terms of critical literacy, the basic principles of hypertextuality are different from print texts.
The CORRECT sequence is
Which one of the statements below does not constitute "a new configuration" under the referred document?
( ) Reading has to do with the distribution of knowledge and power in a society. ( ) Writing is related to the production of meaningful and contextualized uses of the foreign language. ( ) The reader is considered someone who assumes a position or an epistemological relation with regard to values, ideologies, discourses, and world perspectives. ( ) Writing is defined as a set of various sociocultural practices.
The CORRECT sequence is:
( ) It is conducted then a discussion about eating habits. ( ) The teacher instigates the students to identify how to name in the foreign language some typical Brazilian food that is little or unknown in other places, specially in those ones where the target language is used. ( ) Learning is then understood as a source of expansion of cultural horizons. ( ) Together with the Geography teacher, it is conducted a study about the climate and of the place where the target language is used.
The CORRECT sequence is:
Which one of the attitudes below is not mentioned by the document?
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