Questões para Concursos

Text CB1A2 Currently, the Digital Euro has not been launched — though there are signs that a launch may be coming sooner rather than later. By October 2025, the ECB (European Central Bank) has indicated a second phase of the preparation for the Digital Euro. By then, the ECB will have prepared an outreach plan, procurement standards, and technology providers. The Digital Euro has potential downsides, many of them echoed in the other launches of central bank digital currencies. For example, the central bank will become a technology company focused on procurement with central points of failure. This was a breeding ground for corruption for the bureaucrat fortunate enough to make these technical choices in China. While the Digital Euro is slated to “coexist” with cash, this also comes when EU (European Union) nations are voting on ending end-to-end encryption (a critical digital privacy tool) and have started to restrict cash with limits being placed on how much you can spend in cash to accelerate its slow demise. User privacy is said to be the ECB’s “chief concern” as it has been designing the central bank’s digital currency. Certainly, the ECB is aware of public perception that has negative surveillance, control, and privacy implications in mind. The ECB has been at pains to say that the Digital Euro will “coexist” with cash and that unlike the e-CNY (China’s central bank digital coin) it will not be tied to a “social credit” score or place limits on how money is spent. A big part of the ECB’s drive towards the Digital Euro is to compete and pry Europeans away from Bitcoin, cryptocurrencies, and “stablecoins”. Central bank digital currencies are a direct liability of the central bank. Since the central bank has the power to issue currency, this means that the central bank can essentially create “digital euros” if it wishes to. The architecture and data within a central bank digital currency are usually built completely by the central bank supported by private vendors of its choice. In China, the central bank has turned away from a distributed ledger technology to a centralized data store, in which the technical details are pretty scant. Hence, the central bank controls everything, and the system has no external access. Internet: (adapted).

Text CB1A2 Currently, the Digital Euro has not been launched — though there are signs that a launch may be coming sooner rather than later. By October 2025, the ECB (European Central Bank) has indicated a second phase of the preparation for the Digital Euro. By then, the ECB will have prepared an outreach plan, procurement standards, and technology providers. The Digital Euro has potential downsides, many of them echoed in the other launches of central bank digital currencies. For example, the central bank will become a technology company focused on procurement with central points of failure. This was a breeding ground for corruption for the bureaucrat fortunate enough to make these technical choices in China. While the Digital Euro is slated to “coexist” with cash, this also comes when EU (European Union) nations are voting on ending end-to-end encryption (a critical digital privacy tool) and have started to restrict cash with limits being placed on how much you can spend in cash to accelerate its slow demise. User privacy is said to be the ECB’s “chief concern” as it has been designing the central bank’s digital currency. Certainly, the ECB is aware of public perception that has negative surveillance, control, and privacy implications in mind. The ECB has been at pains to say that the Digital Euro will “coexist” with cash and that unlike the e-CNY (China’s central bank digital coin) it will not be tied to a “social credit” score or place limits on how money is spent. A big part of the ECB’s drive towards the Digital Euro is to compete and pry Europeans away from Bitcoin, cryptocurrencies, and “stablecoins”. Central bank digital currencies are a direct liability of the central bank. Since the central bank has the power to issue currency, this means that the central bank can essentially create “digital euros” if it wishes to. The architecture and data within a central bank digital currency are usually built completely by the central bank supported by private vendors of its choice. In China, the central bank has turned away from a distributed ledger technology to a centralized data store, in which the technical details are pretty scant. Hence, the central bank controls everything, and the system has no external access. Internet: (adapted).

A new scholarship aimed at developing the next generation of artificial intelligence “pioneers” will open to applicants in spring 2026, with the first cohort beginning studies the following autumn. The Sparck AI scholarships, named after pioneering British computer scientist Karen Sparck Jones, will give master’s degree university students access to industry-leading firms as the Government looks to boost the UK’s AI credentials.

The University of Bristol will be one of nine universities to offer the fully-funded Government scholarship, alongside faculties in Newcastle, Manchester and Edinburgh. The scheme has been developed in line with the Government’s “AI Opportunities Action Plan”, receiving more than £17 million of funding from Westminster, with the grant covering both students’ tuition and living costs. Alongside master’s places, 100 scholars will receive placements in leading AI companies, as well as mentorship from industry experts. It is hoped the scholarships will give students “unparalleled access” to the fast-moving industry.

Vice-Chancellor Evelyn Welch said the scholarships would give Bristol the chance to “explore bold new ideas and nurture exceptional talent.” Technology Secretary Peter Kyle MP said he believed the scheme would help students secure “highly skilled jobs” and build “a workforce fit for the future.” AI talent acquisition firm Beamery said the scholarships would help their goal to create “equal access to work” and connect “talent to opportunity”. Internet: (adapted).

A new scholarship aimed at developing the next generation of artificial intelligence “pioneers” will open to applicants in spring 2026, with the first cohort beginning studies the following autumn. The Sparck AI scholarships, named after pioneering British computer scientist Karen Sparck Jones, will give master’s degree university students access to industry-leading firms as the Government looks to boost the UK’s AI credentials.

The University of Bristol will be one of nine universities to offer the fully-funded Government scholarship, alongside faculties in Newcastle, Manchester and Edinburgh. The scheme has been developed in line with the Government’s “AI Opportunities Action Plan”, receiving more than £17 million of funding from Westminster, with the grant covering both students’ tuition and living costs. Alongside master’s places, 100 scholars will receive placements in leading AI companies, as well as mentorship from industry experts. It is hoped the scholarships will give students “unparalleled access” to the fast-moving industry.

Vice-Chancellor Evelyn Welch said the scholarships would give Bristol the chance to “explore bold new ideas and nurture exceptional talent.” Technology Secretary Peter Kyle MP said he believed the scheme would help students secure “highly skilled jobs” and build “a workforce fit for the future.” AI talent acquisition firm Beamery said the scholarships would help their goal to create “equal access to work” and connect “talent to opportunity”. Internet: (adapted).

A new scholarship aimed at developing the next generation of artificial intelligence “pioneers” will open to applicants in spring 2026, with the first cohort beginning studies the following autumn. The Sparck AI scholarships, named after pioneering British computer scientist Karen Sparck Jones, will give master’s degree university students access to industry-leading firms as the Government looks to boost the UK’s AI credentials.

The University of Bristol will be one of nine universities to offer the fully-funded Government scholarship, alongside faculties in Newcastle, Manchester and Edinburgh. The scheme has been developed in line with the Government’s “AI Opportunities Action Plan”, receiving more than £17 million of funding from Westminster, with the grant covering both students’ tuition and living costs. Alongside master’s places, 100 scholars will receive placements in leading AI companies, as well as mentorship from industry experts. It is hoped the scholarships will give students “unparalleled access” to the fast-moving industry.

Vice-Chancellor Evelyn Welch said the scholarships would give Bristol the chance to “explore bold new ideas and nurture exceptional talent.” Technology Secretary Peter Kyle MP said he believed the scheme would help students secure “highly skilled jobs” and build “a workforce fit for the future.” AI talent acquisition firm Beamery said the scholarships would help their goal to create “equal access to work” and connect “talent to opportunity”. Internet: (adapted).

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 realworld 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 AngloAmerican 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.

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 realworld 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 AngloAmerican 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.

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 realworld 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 AngloAmerican 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.

Sociologists have, until recently, tended to avoid technology. This began to change significantly in the late 1980s with the growth and development of both (physical) IT and the (social) debate surrounding it. In a broad sense, sociologists of technology are concerned with explaining how social processes, actions and structures relate to technology; and in this are concerned with developing critiques of notions of technological determinism. The theories and concepts which have been developed are increasingly recognised as of value to technologists, notably in the area of information system design.
Technological determinism is the notion that technological development is autonomous of society; it shapes society, but is not reciprocally influenced. Rather, it exists outside society, but at the same time influences social change. In more extreme varieties of technological determinism, the technology is seen as the most significant determinant of the nature of a society. What is remarkable about the notion of technological determinism is neither its theoretical sophistication nor its explanatory utility. It is important because it is “the single most influential theory of the relationship between technology and society”, according to MacKenzie and Wajcman (1985).
The reality, of course, is that technologies do not, in practice, follow some pre-determined course of development. Research and development decisions, for example, are significant determinants of the sorts of technologies which are developed. Also, although technologies clearly have impacts, the nature of these is not built into the technology, but varies from one culture to another, depending on a broad range of social, political and economic factors.
Hughie Mackay. Theorising the IT/Society Relationship. In: HEAP, N. et al. (eds) Information technology and society: a reader. London: Sage Publications, 1996 (adapted).
Judge the following items based on the ideas and linguistic aspects of the previous text.