Questões para Concursos

Atenção : Para responder às questões de números 24 a 27, considere o texto a seguir.

Some ways to reinvent affordable housing in a post-pandemic world
Jan 20, 2022

When more than 90 countries issued stay-at-home orders during the height of the COVID-19 pandemic, over 1 billion people across the globe sheltered in slums and informal settlements. Yet, these necessary public health measures offer scant defence against this potentially deadly virus if housing conditions are unsafe. The urgency of the pandemic response spotlighted an inescapable truth: chronic lack of safe and affordable housing in both advanced economies and developing nations is one of the biggest drivers of health and wealth disparities in our world.
As we grapple with how to adapt to ongoing waves of the virus and move towards rebuilding healthier, more equitable societies, we must expand the global supply of affordable housing by focusing on innovations that champion public health, sustainability and scalability. These three inextricably linked pillars can drive a new global housing framework that creates more equitable access to affordable housing and, as a result, improves health outcomes, fortifies disaster resilience and mitigates environmental impact.

Strategies and mindsets to reinvent affordable housing

1. Home as a health solution
The connections between health and home have long been recognized by the medical community. Poor housing conditions have been linked to debilitating illnesses, from respiratory conditions to infectious diseases such as tuberculosis and influenza, and diarrhea, which is among the leading causes of childhood death worldwide. ln many cases, simple upgrades to a home's roof, windows and floor can have a transformational impact on the health of a family and its surrounding community. A 2007 World Bank study found that replacing a home's dirt floors with concrete can lead to "a 78 percent reduction in parasitic infestations, a 49 percent reduction in diarrhea, an 81 percent reduction in anemia and a 36 to 96 percent improvement in cognitive development."
But even these small upgrades remain out of reach for many families. ln emerging markets, it is common for households to build shelter incrementally as finances allow - a process that can take up to 30 years. The work starts and stops as resources are available, often resulting in increased construction costs and inconsistent quality of materials over time.
Housing entrepreneurs are working to bring affordable, scalable solutions to families that can mitigate preventable, life-threatening health concerns and can truly reinvent affordable housing. ln Rwanda, upgrading to a concrete floor can cost more than two months' wages for the average family. Non-profit startup EarthEnable is working with African governments to support housing policy, and is using local materials and labour to provide an earthen floor altemative that delivers the sarne benefits as concrete at a quarter of the price.
As families strive to upgrade their homes, they need access - both physical and economical - to building products that will keep them safer.
2. lnvesting in sustainable methods that work
ln addition to addressing the connections between housing and health, trailblazers like EarthEnable are proving that affordable solutions can also be green solutions. By sourcing materiais locally, they are streamlining supply chains, reducing greenhouse gas emissions and creating employment opportunities within the community.
With the construction sector consuming over 3 billion tons of raw materials each year - more than any other industry - we need to be more intentional about leveraging sustainable and recycled supplies. Again, startups are leading the way, leveraging low-cost modernizations for everything from lighting fixtures to pavers that are five to seven times more durable than concrete. ln India, ReMaterials recycles packaging and agricultural waste into modular roof panels for families living in slums. These roofs have been shown to reduce a home's indoor air temperature by 10 degrees Celsius, improving quality of life and decreasing the risk of heatstroke.
Governments and housing non-profits have a critical role to play in ensuring that startups developing these green affordable housing innovations can scale their products and get them to vulnerable communities in greatest need.
3. Scaling to reach 1 billion homes
The need to create more adequate housing opportunities around the world continues to grow exponentially as over 3 million people move to cities every week. Therefore, we must also sustainably and rapidly scale-up new construction.
Entrepreneurs around the world are rethinking housing construction from the ground up to produce more efficient solutions.
Increasing affordable housing supply also requires us to think differently about how we use and prioritize space. By emphasizing spatial needs and constraints in planning new developments, we can improve quality of life by enabling people to live closer to where they work while reducing traffic and environmental impact. Furthermore, data shows that mixed-income neighbourhoods produce better long-term health outcomes and economic mobility for individuals and families.
Governments, corporations and civil society have important roles to play in advancing disruptive solutions to the chronic shortage of safe, affordable housing around the globe. By supporting innovators with the capacity to expand quickly and effectively, together we can embrace a new global housing framework centred on sustainable and scalable shelter solutions. Only through collaboration can we reinvent affordable housing.

(Adapted from https://www.weforum.org/stories/2022/01/reinvent-affordable-housing-post-covid19-world-habitat-for-humanity/)

Use Text VI to answer questions 33 and 34.

Text VI

TUDO SALA DE AULA. Portal educacional com recursos didáticos para professores da Educação Básica. Available at: https://www.tudosaladeaula.com. Accessed on: Mar. 21, 2025.

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.

Use the following text to answer questions 16 to 21.

The case for foreign languages as an aspiring lawyer

If you want to work in the competitive legal profession, having foreign language skills can help to set you apart.

The relative lack of foreign language skills among the UK population is well-documented. A recent Guardian survey revealed that 39% of young native English speakers were put off learning a foreign language because “most people speak English”, and 14% by the idea that “most other languages are not useful”. But for students hoping to enter the legal profession – which is increasingly global in outlook – being able to speak a foreign language is useful, and ever more desirable to employers. In other words, students who speak more than one language are increasingly valued by employers. The globalisation of legal practice means that many international law firms will not hire lawyers without language skills, said Patricio Grané Labat, partner of public international law firm Volterra Fietta. “In our profession, language skills are critical because, as international lawyers, we apply our trade with words. It is certainly something I look for when I recruit. If a candidate is not fluent in other languages, I generally will not consider them – if I do, it’s usually for a discrete assignment,” he said.
Dr. Martina Künnecke, lecturer at the University of Hull, added: “Students need a global mindset, and language skills are a part of that. It’s absolutely crucial considering the competition in the jobs market today.” She encourages students to learn a new language in their spare time and to take up opportunities to study law abroad.
Knowing at least one foreign language can also enable you to broaden the scope of your work, said Gabriel Helou, legal officer at the Norwegian Refugee Council and former project manager in the rule of law and justice sector at the EU delegation in Jerusalem.
“It enables legal professionals to explore foreign legal systems or experiences through a comparative approach. Referring to the original sources of information can sometimes be more reliable and comprehensible,” said Gabriel Helou. According to him, foreign language skills give lawyers a global mindset which is increasingly useful and desired by employers – so it might be worth dusting off those old textbooks.

Adapted from: SUTCLIFFE, Matthew. The case for foreign languages as an aspiring lawyer. The Guardian, London, Aug. 19, 2014. Available at: https://www.theguardian.com/law/2014/aug/19/foreign-language-skills-law-career. Accessed on: Apr. 27, 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.

The philosopher Jeremy Bentham was regarded as the founder of utilitarianism and a leading advocate of the separation of church and state, freedom of expression, and individual legal rights. Furthermore, the “panopticon” is a type of institutional building that has long dominated Bentham’s legacy. As a work of architecture, the panopticon allows a watchman in a central tower to observe occupants of surrounding cells without the occupants knowing whether or not they are being watched. As a metaphor, the panopticon was commandeered in the latter half of the 20 th century as a way to trace the surveillance tendencies of disciplinarian societies. Is it still a useful way to think about surveillance today?
The French philosopher Michel Foucault used the idea of the panopticon as a way to illustrate the proclivity of disciplinary societies to subjugate its citizens. He describes the prisoner of a panopticon as being at the receiving end of asymmetrical surveillance: “He is seen, but he does not see.” As a consequence, the inmate polices himself for fear of punishment.
The parallels between the panopticon and surveillance cameras may be obvious, but what happens when you step into the world of digital surveillance and data capture? Unlike the panopticon, citizens don’t know they are being watched. Jake Goldenfein, from the University of Melbourne, tells me it’s important to remember the corrective purposes of Bentham’s panopticon when considering it as a metaphor for modern surveillance. “The relevance of the panopticon as a metaphor begins to wither when we start thinking about whether contemporary types of visuality are analogous to the central tower concept. For example, whether this type of visuality is as asymmetrical, and being co-opted for the same political exercise.” In the panopticon the occupants are constantly aware of the threat of being watched — this is the whole point — but state surveillance on the Internet is invisible; there is no looming tower, no dead-eye lens staring at you every time you enter a URL. There may not be a central tower, but there will be communicating sensors in our most intimate objects.

Internet: (adapted).

Based on the previous text, judge the following items

Text II
This book wants to show the newcomer the lie of the land without confusing him with details. In writing it I thought first and foremost of readers in their teens. But I have never believed that books for young people should differ from books for adults except for the fact that they must reckon with the most exacting class of critics, critics who are quick to detect and resent any trace of pretentious jargon or bogus sentiment. I know from experience that these are the vices which may render people suspicious of all writings. I have striven to use plain language even at the risk of sounding casual or unprofessional. I hope that no reader will attribute my decision to get along with a minimum of the art historian’s conventional terms to any desire on my part of ‘talking down’ to him. Apart from this decision, I have tried to follow a number of more specific self-imposed rules, such as limiting myself to real works of art and cutting out anything which might merely be interesting as a specimen of taste or fashion. This decision entailed a considerable sacrifice of literary effects. Praise is so much duller than criticism, and the inclusion of some amusing monstrosities might have offered some light relief. Thus, while I do not claim that all the works illustrated represent the highest standard of perfection, I did make an effort not to include anything which I considered to be without a peculiar merit of its own.
A second rule also demanded a little self-denial. I vowed to resist any temptation to be original in my selection, lest the well-known masterpieces be crowded out by my own personal favourites. This book, after all, is not intended merely as an anthology of beautiful things; it is meant for those who look for bearings in a new field, and for them the familiar appearance of apparently ‘hackneyed’ examples may serve as welcome landmarks.
One more rule I have followed. When in doubt I have always preferred to discuss a work which I had seen in the original rather than one I knew only from photographs. I should have liked to make this an absolute rule, but I did not want the reader to be penalized by the accidents of travel restrictions which sometimes dog the life of the art-lover.
E. H. Gombrich. The Story of Art.
Phaidon, New York – London: 1995, p. 7-8 (adapted).
Considering text II, judge whether the following statements are right ( C ) or wrong ( E ).

Back in October 2011, Stanford professors launched three free online courses, open to the public. One by one, these courses went massive, with enrollments topping 100.000 students each. Soon the media was calling these courses MOOCs, short for massive open online courses.
Since then, more than 1.200 universities around the world have launched free online courses. In addition to the larger global MOOC platforms, many national governments around the world have launched their own country-specific MOOC platforms, including India, Italy, Israel, Mexico and Thailand.
After a decade of popularization, in 2021, over 220 million students had signed up for at least one course on one of these platforms, and 40 million did so in 2021 alone. MOOCs and MOOC platforms are still growing, even after the crazy “Year of the MOOC” prompted by the pandemic and travel restrictions.
At Class Central, we try to catalog as many MOOCs as possible, and our listing currently includes more than 150.000 of them, from MOOC platforms and other online learning platforms. But due to limited resources, we cannot index every single one. If you’re looking for MOOCs from around the world, this list is our best attempt to catalog all different MOOC platforms that are out there.
Internet: (adapted).
Keeping in mind the ideas expressed above and the linguistic aspects of the text, judge the following items.