Questões para Concursos

Access to affordable credit is fundamental to personal resilience and economic advancement. It helps fund housing, education, small businesses, and insurance to protect against financial shocks. Globally, 1.4 billion adults have no access to formal financial services because they lack a credit history, which is only acquired once someone has been granted credit. This paradox means millions of people are financially excluded.
This is not only a problem in emerging and developing markets, but also in developed markets like the US and the UK where millions remain underserved: approximately 45 million Americans are either credit invisible or have unscorable credit files, and around 5 million UK residents lack a mainstream credit history. For financial institutions, this represents not just a moral imperative, but also a major opportunity to unlock a new and largely untapped market through innovative and ethical data use.
Grocery shopping data is emerging as one of the most powerful alternative data sources for understanding the financial behavior of "credit invisibles". These four key characteristics highlight why grocery data is so insightful for credit scoring people with no credit history: universality, recency, granularity and frequency. Everyone buys groceries. Grocery shopping is a universal necessity that cuts across socioeconomic, geographic, and demographic boundaries. This makes grocery data uniquely representative of the broader population, which is a rare attribute among alternative data sources. Unlike many traditional data sources, grocery data is continually refreshed. Most consumers shop for groceries weekly, if not more often. This regularity offers a real-time view into consumer behavior, enabling financial institutions to assess an individual's current financial situation with striking accuracy. Grocery shopping data captures detailed behavioral signals. For example, consistent purchasing of staple goods at the same time each month can indicate budgeting discipline. Price sensitivity and use of discounts may suggest cautious financial management. A high-percentage of healthy food items and lack of junk food can be an indicator of financial responsibility. The high frequency of grocery shopping offers a dense timeline of behavioral data, allowing models to detect consistent financial habits, patterns, and anomalies. Unlike once-off data points like loan applications, grocery data builds a behavioral track record over time.
Research by scholars at Rice University, the University of Notre Dame, and Northwestern University found that variables such as shopping frequency, consistency in spending, choice of products, and use of discount programs correlate strongly with credit risk profiles. Importantly, it demonstrated that these behavioral patterns could significantly improve the predictive power of credit models, particularly for consumers without formal credit histories.
Grocery shopping data is recent, frequent, universal, and rich in behavioral insights. Coupled with banking data within a privacy-preserving data collaboration environment, it's opening the path to financial inclusion and protection for millions. Financial inclusion has remained out of reach for far too many, for far too long. Grocery data, used responsibly and collaboratively, may be the innovation that changes that at scale.
Available at: . Retrieved on: October 26, 2025. Adapted.

The security risks faced by Parliaments, legislatures, elected representatives, and the officials who support them, differ greatly according to their evolving national and local circumstances, among other things. For some, the biggest security risks may stem from disruptive protesters and cyber criminals, but terrorism may pose the most concerning risks for others. In fact, threat actors differ enormously in their intentions and capabilities, which also change over time.

Given that risk is a product of threat, vulnerability, and impact, it follows that ultimately there are only three ways to reduce security risk — namely, by reducing the threat, reducing the vulnerability, or reducing the impact (or some combination thereof). Reducing the threat element of security risk is difficult, especially in the case of determined and capable threat actors. Responsibility for reducing threats tends to lie mainly with national law enforcement, security, and intelligence agencies. That said, parliaments and other organisations can contribute to threat reduction through deterrence — in other words, by influencing the intentions of threat actors. Carefully crafted security-minded communications can convey a discouraging message to potential attackers, to the effect that they should expect to confront professional security measures and face a substantial risk of being caught. For instance, a parliamentary website might advertise that visitors will undergo ‘airport-style screening’, without explaining precisely what that entails. The public should be reassured by such message, whereas some threat actors might be deterred.

Paul Martin. Parliamentary security: an introductory guide. Internet: (adapted). Considering the preceding text, judge the following item.

The role of the police in a healthy democracy is radically different from their role in authoritarian societies. In autocratic regimes, the police serve mainly to protect not the people, but the regime. The police are therefore typically politicized, with appointments being part of the patronage system that rewards regime loyalists. Police officers spend a great deal of time spying on the populace to unmask political opposition; crime against citizens is less of a concern. Abuse and corruption are usually rife, because police are not held accountable for their actions. Rather, political leaders tolerate abuses by the police in return for police loyalty to the regime.

By contrast, in democratic societies the primary mission of the police is to protect citizens against crime and disorder, including illegal or corrupt behavior by officials. In democracies, police have carefully circumscribed roles that require close and positive relations with ordinary citizens. The use of arms and pursuit of criminals are rare and take up only a tiny fraction of police time. Instead, police officers spend the vast bulk of their time building relationships with the community through patrols, community-enhancing activities, and listening to citizens. The goal of democratic policing is to build a web of relationships between the community and the police that helps to control crime by making police aware of the persons and activities in the communities that they are assigned to protect and by inclining citizens to trust and cooperate with police. This also achieves the primary goal of making citizens feel secure in their daily activities, thereby fostering a climate that encourages increased legitimate business activity, investment, and planning for the future.

Michael D. Wiatrowski and Jack A. Goldstone. The ballot and the badge : democratic policing. In: Journal of Democracy , Volume 21, Number 2. Internet: (adapted). Concerning the previous text, judge the following items.

Use Text V to answer questions 26 to 32.
Text V
Literacy as a Multidimensional Concept
An emphasis on the development of literacy as a fluid concept (Knobel and Lankshear, 2014) is one of the most recent advances in twenty-first-century education. To conceptualize literacy, the ability of the learner to make use of language takes precedence in typical Western educational systems. However, as Kern highlights, “literacy is more than a set of academic skills” (2000, 23). It varies depending on the social context and is embedded in cultural practice (Paesani et al. 2016).
Therefore, in order to define it, we must take into consideration the set of resources, sociocultural practices and competences––beyond reading and writing––that enable student interaction, critical thinking, the drawing of conclusions and the application of knowledge to curricular areas and real-world situations (New London Group 1996; Kern 2000; American Association of School Librarians (AASL) 2011; Cooper et al. 2012; Kucer 2014; Paesani et al. 2016; Reyes-Torres 2018; Warner and Dupuy 2018). As such, the multimodal training approach that we propose for the FL class stems from Kern’s notion of literacy, first, “as a process of creating and transforming knowledge” (2000, 29), and second, “as a matter of engaging in the ever-developing process of using reading and writing as tools for thinking and learning, in order to expand one’s understanding of oneself and the world” (40). This involves paying careful attention to language, while also developing a critical awareness of the relationships between texts, images, discourse conventions and sociocultural and digital contexts.
In sum, and in consonance with Kern and other scholars such as the NLG (1996), Steve Kucer (2014), Maria Brisk (2015), Paesani et al. (2016) and Shari Tishman (2018), we define literacy as a dynamic and multidimensional concept whose main aim is to provide twenty-first-century learners with the language skills, visual thinking strategies and dialogic attitudes that are necessary to develop the knowledge that allows them to grasp and evaluate information, organize ideas, exchange perspectives, construct meaning and reflect critically on a variety of sociocultural contexts. In order to foster such a multidimensional approach to literacy in EFL and implement it as an organizing principle (Kress 2010; Serafini 2014), it is necessary that teachers become acquainted with the three dimensions that both Kern (2000) and Kucer (2014) acknowledge as the key components: a) cognitive; b) conceptual; and c) sociocultural.
These dimensions constitute a field of forces that complement one another and are equally important in the process of both teaching and learning, and they also illustrate the multiple facets and fluid nature of literacy.
Adapted from: FERNÁNDEZ, Teresa; REYES-TORRES, Agustín; FERNÁNDEZ, Pilar. A multimodal approach to foster the multiliteracies pedagogy in the English as a Foreign Language context. ATLANTIS: Journal of the Spanish Association of Anglo-American Studies, vol. 42, no. 1, pp. 94–119, 2020. Available at: https://www.atlantisjournal.org/index.php/atlantis/article/view/741. Accessed on: Mar. 21, 2025.

Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language* is used for the learning and teaching of both content and language. That is, in the teaching and learning process, there is a focus not only on content, and not only on language. Each is interwoven, even if the emphasis is greater on one or the other at a given time. CLIL is not a new form of language education. It is not a new form of subject education. It is an innovative fusion of both. CLIL is closely related to and shares some elements of a range of educational practices. Some of these practices – such as bilingual education and immersion – have been in operation for decades in specific countries and contexts; others, such as content-based language teaching or English as an Additional Language (EAL), may share some basic theories and practice but are not synonymous with CLIL, since there are some fundamental differences. CLIL is content-driven, and this is where it both extends the experience of learning a language, and where it becomes different to existing language-teaching approaches. * “often a learner’s ‘foreign language’, but it may also be a second language or some form of heritage or community language.” (COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)

Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language* is used for the learning and teaching of both content and language. That is, in the teaching and learning process, there is a focus not only on content, and not only on language. Each is interwoven, even if the emphasis is greater on one or the other at a given time. CLIL is not a new form of language education. It is not a new form of subject education. It is an innovative fusion of both. CLIL is closely related to and shares some elements of a range of educational practices. Some of these practices – such as bilingual education and immersion – have been in operation for decades in specific countries and contexts; others, such as content-based language teaching or English as an Additional Language (EAL), may share some basic theories and practice but are not synonymous with CLIL, since there are some fundamental differences. CLIL is content-driven, and this is where it both extends the experience of learning a language, and where it becomes different to existing language-teaching approaches. * “often a learner’s ‘foreign language’, but it may also be a second language or some form of heritage or community language.” (COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)

Read the text to answer questions from. Communicative Language Teaching (CLT) was a 1970s reaction to much that had gone before, and has guiding principles: first, language is not just patterns of grammar with vocabulary items slotted in; it also involves language functions such as inviting, agreeing and disagreeing, suggesting, etc., which students should learn how to perform using a variety of language exponents (e.g. we can invite by saying “Would you like to come to the cinema?’, ‘D’you fancy coming to the cinema?’, ‘What about coming to the cinema?’, ‘How about a film?’, ‘Are you on for a film?, etc). Students also need to be aware of the need for appropriacy when talking and writing to people in terms of the kind of language they use (formal, informal, tentative, technical, etc). CLT is not just about the language; it is actually about how it is used. The second principle of Communicative Language Teaching is that if students get enough exposure to language, and opportunities for language use, and if they are motivated, then language learning will take care of itself. Thus, CLT has a lot in common with the acquisition view of language absorption. As a result, the focus of much CLT has been on students communicating real messages, and not just grammatically controlled language. The deployment of many communicative activities, where students use all and any language they know to communicate, shows this aspect of CLT at work. (Harmer, J. 1998. Adaptado)

Read the text to answer questions from. Communicative Language Teaching (CLT) was a 1970s reaction to much that had gone before, and has guiding principles: first, language is not just patterns of grammar with vocabulary items slotted in; it also involves language functions such as inviting, agreeing and disagreeing, suggesting, etc., which students should learn how to perform using a variety of language exponents (e.g. we can invite by saying “Would you like to come to the cinema?’, ‘D’you fancy coming to the cinema?’, ‘What about coming to the cinema?’, ‘How about a film?’, ‘Are you on for a film?, etc). Students also need to be aware of the need for appropriacy when talking and writing to people in terms of the kind of language they use (formal, informal, tentative, technical, etc). CLT is not just about the language; it is actually about how it is used. The second principle of Communicative Language Teaching is that if students get enough exposure to language, and opportunities for language use, and if they are motivated, then language learning will take care of itself. Thus, CLT has a lot in common with the acquisition view of language absorption. As a result, the focus of much CLT has been on students communicating real messages, and not just grammatically controlled language. The deployment of many communicative activities, where students use all and any language they know to communicate, shows this aspect of CLT at work. (Harmer, J. 1998. Adaptado)

Read the text to answer question. Stephen R. Covey (2017) once explained the importance of priorities by using an experience he had in a business class. He stated that a professor stood in front of a group of students and set a large canning jar in front of them. He filled it to the top with rocks and asked the students if it was full. They responded yes. Then he took out a bucket of sand and filled the jar again, and students watched as the sand poured inside the spaces between the large rocks. The professor asked again if the jar was full. This time students hesitated, and with good reason. The professor proceeded to fill the jar with a pitcher of water, after which he asked the students to explain the purpose behind this visual demonstration. After several incorrect responses, (including something along the lines of. There is always room for more stuff in your life), the professor gave his answer, which amounts to this: Unless you put the rocks in first, they will never fit into the jar. This story demonstrates the principle of prioritizing, of knowing what matters most and what matters least, and that what matters most must be placed in the first position. No doubt, this is a very relevant way to analyze your own ecosystem 1 . As you move forward in developing a lifestyle that incorporates language learning, you must constantly reflect on whether or not you have prioritized your tasks well. If you imagine your ecosystem as the canning jar, and your language tasks as items that fill up the jar, you can see how making the right decisions will increase your chances of not only enjoying the learning process but making it more successful. Always remember that it is not just “doing a lot of language stuff” that will bring you success but rather that by putting priorities in their place, language learning can happen on its own. Let’s talk about how to prioritize language learning tasks by using the metaphor of the canning jar itself and discuss two concepts: fixed and fluid. (Dixon, Shane. The language learner guidebook: powerful tools to help you conquer any language. [S.l.]: Wayzgoose, 2018. Adaptado) 1 A language ecosystem describes a holistic environment that encourages and extends the learning and application of language beyond the classroom through a diverse system of tasks and incentives.

Leia o texto a seguir para responder à questão: Inside the classroom, some learners seem to take advantage of what is going on more than others. Aware of this, teachers will frequently say that successful students possess some or all of the following characteristics. 1. A willingness to listen : good learners listen to what is going on – not just in the sense of paying attention, but also in terms of really listening to the English that is being used, soaking it up with eagerness and intelligence. 2. A willingness to try new things : many good learners are not afraid to ‘have a go’. They are prepared to try things out and see how it works. Of course, not all successful language learners are extroverts, but the urge to use the language (loudly or quietly) is an important one. 3. A willingness to think about how to learn : good learners bring or invent their own study skills when they come to a lesson. They think about the best way to memorize vocabulary, the best way to read a text (slowly, translating every word? Or quickly, trying to get a general understanding?), the best method of drafting and re-drafting a piece of writing. 4. A willingness to ask questions : although some teachers can become irritated by students who are constantly asking difficult (and sometimes irrelevant) questions, the urge to find out why is part of a successful learner’s equipment. 5. A willingness to accept correction : good learners are prepared to accept corrections if it helps them. They are keen to get feedback from the teacher and act upon what they are told. But this only works where teachers are able to offer constructive criticism. It involves teachers in judging their students’ responses to correction so that they can act accordingly. (Jeremy Harmer. How to teach English , 1998. Adaptado)