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Texto para responder à questão.
Cidadezinha qualquer
Casas entre bananeiras
Mulheres entre laranjeiras
Pomar amor cantar
Um homem vai devagar.
Um cachorro vai devagar.
Um burro vai devagar.
Devagar... as janelas olham.
Eta vida besta, meu Deus.
(Reunião. 10. Ed. Rio de Janeiro: José Olympio, 1980. p. 17.)
Considerando o emprego e a ausência dos recursos gramaticais da língua portuguesa para obter os sentidos pretendidos no poema lido, analise as afirmativas a seguir.
I. Na primeira estrofe ocorre a ausência de artigos, o que resulta na generalização dos substantivos. Esse recurso permite uma visão global e dinâmica de uma pequena cidade do interior. Nessa visão, aquilo que é de origem humana se funde à paisagem natural.
II. A segunda estrofe se difere da primeira no uso do artigo indefinido que introduz os três versos. O uso do artigo tira a visão de um campo geral e permite uma visão focalizada e individualizada determinando quais são os seres que compõem a cena. Tanto o homem quanto o cachorro e o burro têm os gestos marcados por movimentos lentos como é perceptível devido ao uso da palavra “devagar” encerrando cada verso.
III. A terceira estrofe inicia-se com a palavra “devagar” seguida por reticências e o substantivo “janelas” acompanhado de artigo. Essa sequência proporciona uma visão particular e direcionada às janelas típicas das cidadezinhas do interior que sobre as quais as pessoas se debruçam à procura de acontecimentos que quebram a rotina.
Está correto o que se afirma em
Na etnomatemática, buscamos entender a matemática em suas múltiplas manifestações culturais, reconhecendo que ela é uma criação humana que reflete as diferentes formas de pensar e agir no mundo.
(Professor Ubiratan D'Ambrosio.)
Segundo as ideias do professor Ubiratan D’Ambrosio, a etnomatemática pode ser interpretada como uma abordagem
A transposição didática, termo cunhado pelo renomado pesquisador francês Yves Chevallard, desempenha um papel fundamental no processo de ensino e aprendizagem da matemática. Compreender o seu conceito é essencial para garantir uma
educação matemática eficaz e significativa, pois a transposição didática pode ser entendida como
Um artista plástico elaborou o desenho conceitual da obra apresentada, que consiste em um retângulo ligado por um de
seus vértices a um triângulo equilátero, conforme figura a seguir:
Sobre as medidas dessa arte dadas em centímetros, sabe-se que:
•
•
• 
Assim, qual é o valor do segmento 
?
Durante a apresentação da disciplina de matemática, a professora informou aos alunos a data da primeira avaliação do período em forma de uma expressão numérica, cuja apresentação foi feita no quadro da seguinte forma:
De acordo com a expressão, em que dia de março será a primeira avaliação de matemática?
No que concerne à relação da matemática com a construção da cidadania e aos temas transversais, à luz das competências
e habilidades descritas nos Parâmetros Curriculares Nacionais (PCNs), assinale a afirmativa INCORRETA.
Uma pessoa comprou um melão, cujo formato é perfeitamente esférico e que possui um raio de 9 cm. Para consumi-lo, a
pessoa cortou a fruta em duas partes, conforme a ilustração a seguir:
Sabendo-se que h mede 3 cm, pode-se concluir que o menor pedaço do melão possui um volume compreendido entre:
Um professor de matemática lanchou três dias seguidos em uma lanchonete. Em cada dia ele fez os pedidos compostos por
coxinha, suco e brigadeiro; pagou os valores conforme a tabela a seguir:
Sabendo-se que não houve alteração nos preços praticados pela lanchonete e que nenhum dos itens foi de graça, pode-se
concluir que:
Read the dialogue.
A: So, I’ve decided that I’ll move to the big city to look for a dream job.
B: You know, that sounds like a good idea.
C: Well, actually you ought to make decisions about your future.
B: Right.
A: Anyway, I was wondering if either of you would help me find a furnished apartment to rent.
B: Look, I’m like...very busy during the week, I mean, I'm trying to catch up with my deadline.
C: I’m in the same boat.
A: What about the weekend? Say, Saturday afternoon? You both could take turns, and later we might grab some beers.
B: Fine with me!
C: Count me in!
The words reproducing pause, hesitation, redundancy, etc, present in the dialogue in abbreviated or full form are:
Inspect the sentences thoroughly to appoint the fitting assertion.
a. Shut up or I’ll lose my temper.
b. Drop by one day and you’ll see how much our kids have grown.
c. Touch that again and you might get in trouble.
d. Take the medicine as prescribed and you are sure to see good results.
e. Stop cheating during tests or you might get detention soon.
f. Move to Miami and you’ll get a taste of what an endless vacation is.
Having analysed the words in the group, and taking into account words’ formation processes, there is correct data applicable to all of the group components in:
endanger- kilometre-outnumber-telescope-polyglot-misunderstood-prewar-
maltreat-photosynthesis-archbishop-deforestation-enable-rewind-absent
Read the text to choose the option that is a text supported statement.
Claudine and Dismas have always struggled to make ends meet in Burundi. On their farm, they grow beans, maize, bananas and sorghum, which helps them financially since their harvest is profitable, and the lands fruitful. After her second pregnancy, Claudine became very ill, and much of the extras they had went to pay for traditional healers and medical doctors searching for answers to her sickness.
The birth of their second child, Valerie, with clubfoot added to the family’s tight financial situation. The condition was not even identified until about a month after Valerie was born when her grandmother was changing her. The grandmother recognized clubfoot because Claudine’s stepsister also had children born with the disability. People discouraged Claudine and Dismas from finding treatment because they felt Valerie’s feet resulted from the strange illness Claudine suffered during her pregnancy. Even if treatment was possible, neighbors reasoned the family would never be able to afford it.
Claudine and Dismas decided to put all their limited financial resources toward clubfoot treatment. Still, saving enough money for transportation to the first clinic visit took them a while. At the clinic, Hope Walks staff gave them the good news that treatment would be free for them.
(Available in: https://www.hopewalks.org/valerie-burundi.)
Analyse the sentences to indicate the ones with inconsistencies.
a. I can not agree to you in this situation.
b. Adriane had been marrried to Phil for so long when he died.
c. We’re just at the time to catch the train to Liverpool.
d. Sophia invests her money in the stock market.
e. Have you ever been to Singapore, Leonard?
f. Although he is a senior citizen, he can run very fast.
g. She is not only overweight but also lazy.
h. Megan apologized to Hugh for being so rude.
i. Our neighbor was charged with assault and battery.
j. Bela is so charming and beautiful as her sister but she is not a model.
l. Since he was deeply furious I said nothing.
m. Stop peering at my e-mails, that’s not your business!
Read the text.
It refers to two major aspects of language use today. The first is the variability of meaning making in different cultural, social or domain-specific contexts. These differences are becoming ever more significant to our communication environment. This means that it is no longer enough for literacy teaching to focus solely on the rules of standard forms of the national language. Rather, the business of communication and representation of meaning today increasingly requires that learners are able figure to out differences in patterns of meaning from one context to another. These differences are the consequence of any number of factors such as culture, gender, life experience, subject matter, or social or subject domain. Every meaning exchange is cross-cultural to a certain degree.
The second aspect of language use today arises in part from the characteristics of the new information and communication media. Meaning is made in ways that are increasingly multimodal – in which written-linguistic modes of meaning interface with oral, visual, audio, gestural, tactile and spatial patterns of meaning.
(Available in: https://newlearningonline.com.)
The above explanation matches:
Language Trends is an annual survey of primary and secondary schools in England, designed to gather information about the situation for language teaching and learning. Its aims are: (a) to assess the impact of policy measures in relation to languages; and (b) to analyse strengths and weaknesses based both on quantitative evidence and on views expressed by teachers. Since 2015 there has also been an annual survey in Wales, and since 2019 a biennial survey in Northern Ireland; reports can be found on the corresponding country’s British Council website. The Language Trends series shows general shifts in data and seeks to provide a springboard for teachers, school leaders, academics, inspectors, policy makers, school pupils and the public to consider aspects of language learning more deeply. The headline findings for 2023 include:
• Almost nine out of ten responding primary schools have some pupils for whom English is an Additional Language (EAL).
• The 2023 data reflect a positive increase in the number of primary schools in contact with secondary schools concerning language education.
• French remains the most popular language at Key Stage 3, followed closely by Spanish in both state and independent sectors.
• German is the third most popular curricular language, but entries are much higher in the independent sector.
• For the fourth year running, Spanish continues to have the highest number of A-level entries.
• Schools’ international engagement is improving since the Covid-19 pandemic.
• Further study is required to observe to what extent parents’/carers’ attitudes to languages can affect pupils’ desire to study a language.
(Available in: https://www.britishcouncil.org. Adapted.)
I. Students’ wish to study a language is soundly swayed by their parents.
II. Yet to determine is the students’ front-runner language in public schools.
III. The brunt of measures that set up the decision making basis for language education will be rated.
The item preserving the same message/idea as the one emphasized in the text below is:
Rahul: Hi, Raj. You 've participated the drawing competition.
Raj: Sure, you know drawing is my bailiwick.
Rahul: What is the topic you chose?
Raj: “Environmental Issues”
Rahul: How many days did it take you to complete it?
Raj: It took me 2.
Rahul: Have the results already? To whom did the prize go?
Raj: A dude in Texas, at least my personal experience has grown...
(Available in: https://brainly.in/question/6727599.)
O desejo e o prazer de compreender, de explicar a realidade, de questionar para procurar alternativas, de conhecer para agir conscientemente são, sem dúvida, fatores poderosos na formação de indivíduos responsáveis e intervenientes. Não foi decerto por acaso que os regimes totalitários declaram morte à cultura e reduziram drasticamente o tempo de escolaridade e o acesso ao saber.
(Roldão apud Proença, 1999, p. 25-26.)
O ensino de história contribui para o crescimento pessoal e social de cada indivíduo não apenas pelo conteúdo do saber histórico, mas também pela metodologia adotada. Nesse sentido:
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