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The Reasons Why We Dance
- As a choreographer, I get asked to share my opinion about a myriad of dance-related
- topics, from the practical, like “How can dance help you get in shape?” to the existential, like “Is
- my dancing a projection of my self-image?”. But the question I think matters most is: why do
- people dance? What is about moving our bodies to a song we love that is so joyfully Pavlovian?
- Why do we watch videos and take lessons on something that could be labeled as trivial? Why do
- we love it so?
- There are the obvious answers. We dance for physical fitness, mental clarity, emotional
- stability, and other such pluses. However, all these benefits could be attained by other means –
- though I confess I have yet to find a better alternative than a great “cha cha”* to lift both one’s
- heart rate and spirits. There must be something glorious about dancing that is more than just
- intangible. We cannot seem to explain it, yet we all know it so well that we do not hesitate to
- tap our feet to a Gershwin melody or pulse with the percussion of a samba rhythm.
- Perhaps dance is the way we express ourselves when words are insufficient. The joy we
- feel over newfound love, the determination we have in the face of great sorrow or adversity, the
- passionate fire of our youth, and the peacefulness of our softer and more graceful years – maybe
- they are never expressed more fully than through a waltz, or a tango, or a jive. We all want to
- be understood, and if we could truly speak the words that describe our feelings, how deep and
- powerful they would surely be. But alas, those words never seem to come to us just right. Maybe
- dance is simply a translator for the human heart.
- Perhaps dance is the medium through which we show the world who we truly are and who
- we can be. All of us, if we are honest, believe deep down that we are not ordinary. We know
- ourselves to be wonderfully unique, with many layers of personality and talent woven in such a
- way that no one on earth could possibly have our same make-up. We know it. We just do not
- always know how to prove it. Maybe dance gives us the opportunity. And perhaps dance is how
- we choose to remember, how we hold on to the past. It is how we relive __ fun-filled days of
- our youth or __ time we looked into their eyes and knew they were the one. It is our tribute to
- the heroes of yesterday who jitterbugged like carefree boys and girls, when tomorrow they would
- march as men and women to defend freedom’s cause. It is the chance to be __ princess again,
- waiting for __ outstretched hand and the call to __ romance that is graceful, true, and not as
- forgotten as the cynics say. When we dance, we can remember them all a little better, feel the
- butterflies once again, and if only for a moment, return to the purest part of our lives when time
- was of no matter…for we were dancing.
- Why do we dance? Every answer will be different, and that is as it should be. Perhaps the
- better question is, “Why would we not?”
*Cha Cha: an energetic modern dance.
(Available in: https://dancewithmeusa.com/why-we-dance-the-reasons/ – text especially adapted for this test).
Why is there a hyphen in “dance-related topics” (l. 01-02)?
The Reasons Why We Dance
- As a choreographer, I get asked to share my opinion about a myriad of dance-related
- topics, from the practical, like “How can dance help you get in shape?” to the existential, like “Is
- my dancing a projection of my self-image?”. But the question I think matters most is: why do
- people dance? What is about moving our bodies to a song we love that is so joyfully Pavlovian?
- Why do we watch videos and take lessons on something that could be labeled as trivial? Why do
- we love it so?
- There are the obvious answers. We dance for physical fitness, mental clarity, emotional
- stability, and other such pluses. However, all these benefits could be attained by other means –
- though I confess I have yet to find a better alternative than a great “cha cha”* to lift both one’s
- heart rate and spirits. There must be something glorious about dancing that is more than just
- intangible. We cannot seem to explain it, yet we all know it so well that we do not hesitate to
- tap our feet to a Gershwin melody or pulse with the percussion of a samba rhythm.
- Perhaps dance is the way we express ourselves when words are insufficient. The joy we
- feel over newfound love, the determination we have in the face of great sorrow or adversity, the
- passionate fire of our youth, and the peacefulness of our softer and more graceful years – maybe
- they are never expressed more fully than through a waltz, or a tango, or a jive. We all want to
- be understood, and if we could truly speak the words that describe our feelings, how deep and
- powerful they would surely be. But alas, those words never seem to come to us just right. Maybe
- dance is simply a translator for the human heart.
- Perhaps dance is the medium through which we show the world who we truly are and who
- we can be. All of us, if we are honest, believe deep down that we are not ordinary. We know
- ourselves to be wonderfully unique, with many layers of personality and talent woven in such a
- way that no one on earth could possibly have our same make-up. We know it. We just do not
- always know how to prove it. Maybe dance gives us the opportunity. And perhaps dance is how
- we choose to remember, how we hold on to the past. It is how we relive __ fun-filled days of
- our youth or __ time we looked into their eyes and knew they were the one. It is our tribute to
- the heroes of yesterday who jitterbugged like carefree boys and girls, when tomorrow they would
- march as men and women to defend freedom’s cause. It is the chance to be __ princess again,
- waiting for __ outstretched hand and the call to __ romance that is graceful, true, and not as
- forgotten as the cynics say. When we dance, we can remember them all a little better, feel the
- butterflies once again, and if only for a moment, return to the purest part of our lives when time
- was of no matter…for we were dancing.
- Why do we dance? Every answer will be different, and that is as it should be. Perhaps the
- better question is, “Why would we not?”
*Cha Cha: an energetic modern dance.
(Available in: https://dancewithmeusa.com/why-we-dance-the-reasons/ – text especially adapted for this test).
Mark the INCORRECT statement about the article.
The Reasons Why We Dance
- As a choreographer, I get asked to share my opinion about a myriad of dance-related
- topics, from the practical, like “How can dance help you get in shape?” to the existential, like “Is
- my dancing a projection of my self-image?”. But the question I think matters most is: why do
- people dance? What is about moving our bodies to a song we love that is so joyfully Pavlovian?
- Why do we watch videos and take lessons on something that could be labeled as trivial? Why do
- we love it so?
- There are the obvious answers. We dance for physical fitness, mental clarity, emotional
- stability, and other such pluses. However, all these benefits could be attained by other means –
- though I confess I have yet to find a better alternative than a great “cha cha”* to lift both one’s
- heart rate and spirits. There must be something glorious about dancing that is more than just
- intangible. We cannot seem to explain it, yet we all know it so well that we do not hesitate to
- tap our feet to a Gershwin melody or pulse with the percussion of a samba rhythm.
- Perhaps dance is the way we express ourselves when words are insufficient. The joy we
- feel over newfound love, the determination we have in the face of great sorrow or adversity, the
- passionate fire of our youth, and the peacefulness of our softer and more graceful years – maybe
- they are never expressed more fully than through a waltz, or a tango, or a jive. We all want to
- be understood, and if we could truly speak the words that describe our feelings, how deep and
- powerful they would surely be. But alas, those words never seem to come to us just right. Maybe
- dance is simply a translator for the human heart.
- Perhaps dance is the medium through which we show the world who we truly are and who
- we can be. All of us, if we are honest, believe deep down that we are not ordinary. We know
- ourselves to be wonderfully unique, with many layers of personality and talent woven in such a
- way that no one on earth could possibly have our same make-up. We know it. We just do not
- always know how to prove it. Maybe dance gives us the opportunity. And perhaps dance is how
- we choose to remember, how we hold on to the past. It is how we relive __ fun-filled days of
- our youth or __ time we looked into their eyes and knew they were the one. It is our tribute to
- the heroes of yesterday who jitterbugged like carefree boys and girls, when tomorrow they would
- march as men and women to defend freedom’s cause. It is the chance to be __ princess again,
- waiting for __ outstretched hand and the call to __ romance that is graceful, true, and not as
- forgotten as the cynics say. When we dance, we can remember them all a little better, feel the
- butterflies once again, and if only for a moment, return to the purest part of our lives when time
- was of no matter…for we were dancing.
- Why do we dance? Every answer will be different, and that is as it should be. Perhaps the
- better question is, “Why would we not?”
*Cha Cha: an energetic modern dance.
(Available in: https://dancewithmeusa.com/why-we-dance-the-reasons/ – text especially adapted for this test).
When the author says “something that could be labeled as trivial” (l. 05), we understand that:
The Reasons Why We Dance
- As a choreographer, I get asked to share my opinion about a myriad of dance-related
- topics, from the practical, like “How can dance help you get in shape?” to the existential, like “Is
- my dancing a projection of my self-image?”. But the question I think matters most is: why do
- people dance? What is about moving our bodies to a song we love that is so joyfully Pavlovian?
- Why do we watch videos and take lessons on something that could be labeled as trivial? Why do
- we love it so?
- There are the obvious answers. We dance for physical fitness, mental clarity, emotional
- stability, and other such pluses. However, all these benefits could be attained by other means –
- though I confess I have yet to find a better alternative than a great “cha cha”* to lift both one’s
- heart rate and spirits. There must be something glorious about dancing that is more than just
- intangible. We cannot seem to explain it, yet we all know it so well that we do not hesitate to
- tap our feet to a Gershwin melody or pulse with the percussion of a samba rhythm.
- Perhaps dance is the way we express ourselves when words are insufficient. The joy we
- feel over newfound love, the determination we have in the face of great sorrow or adversity, the
- passionate fire of our youth, and the peacefulness of our softer and more graceful years – maybe
- they are never expressed more fully than through a waltz, or a tango, or a jive. We all want to
- be understood, and if we could truly speak the words that describe our feelings, how deep and
- powerful they would surely be. But alas, those words never seem to come to us just right. Maybe
- dance is simply a translator for the human heart.
- Perhaps dance is the medium through which we show the world who we truly are and who
- we can be. All of us, if we are honest, believe deep down that we are not ordinary. We know
- ourselves to be wonderfully unique, with many layers of personality and talent woven in such a
- way that no one on earth could possibly have our same make-up. We know it. We just do not
- always know how to prove it. Maybe dance gives us the opportunity. And perhaps dance is how
- we choose to remember, how we hold on to the past. It is how we relive __ fun-filled days of
- our youth or __ time we looked into their eyes and knew they were the one. It is our tribute to
- the heroes of yesterday who jitterbugged like carefree boys and girls, when tomorrow they would
- march as men and women to defend freedom’s cause. It is the chance to be __ princess again,
- waiting for __ outstretched hand and the call to __ romance that is graceful, true, and not as
- forgotten as the cynics say. When we dance, we can remember them all a little better, feel the
- butterflies once again, and if only for a moment, return to the purest part of our lives when time
- was of no matter…for we were dancing.
- Why do we dance? Every answer will be different, and that is as it should be. Perhaps the
- better question is, “Why would we not?”
*Cha Cha: an energetic modern dance.
(Available in: https://dancewithmeusa.com/why-we-dance-the-reasons/ – text especially adapted for this test).
Analyze the following statements about the text and mark T, if true, or F, if false.
( ) The author thinks there is not one right answer to the question in the title.
( ) Dancing is the only activity that brings both mental and physical benefits.
( ) The text says dancing could be used as a translator when we cannot put our emotions into words.
The correct order of filling the parentheses, from top to botton, is:
A respeito do contexto histórico das origens do município de Iraí, assinale a alternativa correta.
“Na realidade, João Goulart e a cúpula que o apoiava tinham uma visão equivocada do quadro político. Eles tomavam o que se passava nas esferas do poder como expressão do que se passava na sociedade” (Fausto, 2006). A respeito das características sobre o governo de João Goulart (1961-1964), assinale a alternativa INCORRETA.
“Artigo 1º. Os homens nascem e são livres e iguais em direitos. As distinções sociais só podem fundamentar-se na utilidade comum”. O fato histórico responsável pela elaboração da Declaração dos Direitos do Homem e do Cidadão foi a:
Considerando as características da escravidão no continente africano após o contato com os portugueses, no século XV, analise as assertivas abaixo:
I. Os portugueses transformaram uma prática local em comércio internacional, pois a escravidão e o comércio de escravizados já eram práticas comuns na África antes da chegada dos europeus no século XV.
II. O apresamento dos escravizados era uma tarefa cara e perigosa, porém os ataques que promoviam eram justificados aos olhos dos cristãos europeus, por terem como alvo povos não cristãos, considerados por eles inferiores e selvagens.
III. Com o tempo, tornou-se mais vantajoso utilizar costumes e práticas já existentes no continente para a captura dos escravizados, além de estabelecer alianças com chefes locais e aproveitar a escravidão para desenvolver a colonização nas ilhas de Cabo Verde e São Tomé e Príncipe.
Quais estão corretas?
“No século XV, os portugueses começaram a ocupar também as terras continentais africanas, criando estabelecimentos costeiros pontuais que funcionavam como bases de apoio à descoberta de um caminho marítimo para as Índias. Logo, porém, eles se transformaram em ___________, que eram ao mesmo tempo fortificações militares e entrepostos comerciais” (Alves; Oliveira, 2010).
Assinale a alternativa que preenche corretamente a lacuna do trecho acima.
De acordo com os Parâmetros Curriculares Nacionais (PCNs), “os conteúdos a serem trabalhados com os alunos não se restringem unicamente ao estudo de acontecimentos e conceituações históricas. É preciso ensinar procedimentos e incentivar atitudes nos estudantes que sejam coerentes com os objetivos da História”. São procedimentos importantes no ensino da História para o Ensino Fundamental, EXCETO:
Sobre a colonização espanhola na América, assinale a alternativa correta.
O movimento humanista contribuiu não somente para a renovação cultural ocorrida a partir do século XIV, mas também influenciou na modificação dos aspectos políticos, sociais e econômicos no início do Período Moderno. São fatores que contribuíram para a difusão do Humanismo:
I. O aperfeiçoamento da imprensa, possibilitando a impressão e a popularização dos clássicos gregos e romanos, bem como de obras da época, pois até então os livros eram manuscritos e caros.
II. A decadência de Constantinopla com as Cruzadas, acarretando o êxodo de intelectuais bizantinos e grande afluxo de textos antigos para a Itália, berço do Humanismo.
III. As grandes navegações, que proporcionaram o contato europeu com povos de culturas distintas, contribuindo para derrubar muitas ideias tidas então como verdades absolutas.
IV. O mecenato praticado por burgueses ricos, príncipes e até papas que, interessados em projetar suas cortes ou ações pessoais, financiavam as atividades culturais e econômicas desse período.
Quais estão corretos?
Sobre a expansão do Islamismo na Península Arábica no século VII, enumere os acontecimentos abaixo de acordo com a ordem cronológica.
( ) Com receio de que o Islamismo pudesse prejudicar os negócios impulsionados pelas peregrinações a Meca, Maomé enfrenta oposição das principais famílias da região, sobretudo o grupo coraixita.
( ) Após uma mudança nas relações com os coraixitas, Maomé passou a governar Meca e os grupos submetidos, com o apoio de forças militares e um tesouro público constituído de doação e impostos.
( ) Em Medina (Yatrib), após a Hégira, Maomé expandiu seu poder para os oásis e o deserto, atraindo um grande número de seguidores e unificando as tribos árabes em torno da nova fé.
( ) Sob o domínio dos coraixitas, Meca tornou-se um grande centro de peregrinação, nela se situava a Caaba, um grande santuário que reunia as principais divindades árabes, além da Pedra Negra.
A ordem correta de preenchimento dos parênteses, de cima para baixo, é:
O controle do Mar Mediterrâneo foi disputado pelas rivalidades travadas entre Roma e Cartago (antiga colônia Fenícia) através das Guerras Púnicas. Sobre esse tema, analise as assertivas abaixo:
I. O conflito teve início com a investida de Cartago sobre a cidade de Roma. Embora os cartagineses tivessem conseguido promover um longo cerco à cidade, devido às rivalidades internas, os esforços com que Aníbal contava para tomar a cidade falharam.
II. Ao final da Primeira Guerra Púnica, Roma tomou posse da Sicília, da Córsega e da Sardenha, além de obrigar Cartago a pagar pesada indenização de guerra.
III. A Segunda Guerra Púnica foi marcada pela incursão de Roma sobre o território de Messina, na Ilha da Sicília, ponto estratégico para o avanço romano, mas que havia sido recuperado pelos cartagineses, reassumindo o controle do comércio marítimo da região.
IV. As ofensivas no Norte da África deram a vitória à Roma; Cartago foi incendiada, teve de entregar seus navios de guerra e assumir o compromisso de não declarar guerra a qualquer aliado romano.
Quais estão corretas?
Os períodos Idade da Pedra (Paleolítico e Neolítico) e Idade dos Metais (cobre, bronze e ferro) foram divididos considerando os vestígios encontrados pelos arqueólogos. Considerando essa periodização sobre a História das sociedades anteriores à escrita, analise a sentença abaixo:
Para essa periodização, historiadores e arqueólogos ponderaram os estágios econômicos, por isso, em todas as regiões – Europa, África, Oriente Médio – as diversas Idades obedecem a uma ordem cronológica, porém não começam ou terminam ao mesmo tempo (1ª parte). Considerando os estágios econômicos, pode-se afirmar que ainda existem alguns povos que vivem em uma economia de Idade da Pedra, o que não corresponde necessariamente ao seu desenvolvimento cultural, social e político atual (2ª parte). Pode-se exemplificar esse debate da seguinte forma: enquanto o Neolítico se consolidava no Egito e na Mesopotâmia, a Inglaterra se encontravam em plena Idade do Bronze, e a economia australiana ainda era paleolítica (3ª parte).
Quais partes estão corretas?
A escola, e a sala de aula em especial, são espaços privilegiados para a promoção da formação dos alunos pela aprendizagem, de modo que sejam dotados de um grande conjunto de competências. Sobre essas competências, analise as assertivas abaixo, assinalando V, se verdadeiras, ou F, se falsas.
( ) Resolver problemas com iniciativa e criatividade.
( ) Atuar de forma dependente e inconsciente.
( ) Analisar a realidade de forma superficial.
( ) Trabalhar cooperativamente, em equipe.
A ordem correta de preenchimento dos parênteses, de cima para baixo, é:
Qual dos tipos de avaliação abaixo tem como objetivo identificar as necessidades de aprendizagem dos alunos, no início de um processo de aprendizagem?
Sobre uma determinada estrutura de um documento escolar, analise as características abaixo:
●Identifica a escola.
●Determina as finalidades e objetivos da instituição de ensino.
●Organiza o trabalho pedagógico em que são determinadas a configuração e o papel de cada equipe dentro do trabalho pedagógico.
●Determina a organização didático-pedagógico, como os objetivos e a proposta curricular para cada etapa de ensino, matrículas, frequência, sistema de avaliações, calendário escolar, espaços pedagógicos e diversos outros elementos que refletem o dia a dia-a-dia da escola.
●Informa direitos, deveres e proibições da comunidade escolar.
As características acima definem o(a):
A didática é uma área da pedagogia que se ocupa do estudo do ensino, ou seja, do processo de transmissão de conhecimentos e habilidades. Nesse sentido, um dos princípios fundamentais da didática é a adaptação do ensino às características dos alunos. Com base nessa afirmação, assinale a alternativa que apresenta uma estratégia didática que contribui para a adaptação do ensino às características dos alunos.
Na perspectiva de Vygotsky, a Zona de Desenvolvimento Proximal (ZDP) é um conceito que se refere à distância entre o nível de desenvolvimento real do indivíduo e o nível de desenvolvimento potencial, que pode ser alcançado com a ajuda de um mediador. Nesse sentido, a ZDP é um conceito:
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