Questões para Concursos

Sorry for the delayed response 01 Have ___ (1) e-mail you’ve been meaning (but not really) to reply to? Read below for some 02 reasons why your response has been delayed: 03 • I totally meant to respond to this earlier, but I didn’t know ___ (2) answer to your question 04 and I kept not caring enough to ask anyone. Now ___ (3) weird amount of time has passed, 05 so I’m going to loop Laura (cc’d) into this e-mail thread to see if she can handle this. Laura? 06 • Sorry for ___ (4) delay! I put off answering your e-mail until I had ___ (5) even more tedious 07 task that I wanted to avoid. Thanks! 08 • So sorry that I’m just getting to this now. There were six other people on this e-mail thread 09 and I was hoping that one of them would answer your question and I could just go on living 10 my life. (Available at: https://www.instagram.com/p/CsHm²YnteFa/ – text especially adapted for this test).

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Text I and answer the question that follow it:

Text I Multimodality in the English language classroom: A systematic review of literature Literacy in the 21 st century is now no longer regarded simply as the ability to use a language competently in a mono-cultural setting. Literacy today involves students knowing how to navigate across an increasingly complex communication landscape and to negotiate a range of contexts and patterns of intercultural meanings as well as the prevalence of multimodal texts. Contemporary communication environment is characterised by multimodal meaning-making, that is the “multiplicities of media and modes”, as well as “increasing local diversity and global connectedness” (New London Group, 1996, p. 62) which necessitates a shift in the pedagogical approaches that are adopted by teachers. This is especially so in the digital age where a sole focus on language in literacy is no longer sufficient for the new workplace given that a revised sense of ‘competence’ is required. The recognition of social diversity also demands pedagogical approaches that engage with the transcultural and multicultural classroom. Issues of the day such as fake news and social justice concerns also need to be addressed in the literacy classroom. Multimodality focuses on understanding how semiotic resources (visual, gestural, spatial, linguistic, and others) work and are organised. Multimodality in education adopts an expanded view of literacy to include the range of multimodal communicative practices which young people are involved in today's digital age. Multimodal pedagogies refer to the ways in which the teacher can design learning experiences using a range of multimodal resources. It involves teachers making design choices in the ways in which the curriculum content is expressed, arranged, andsequenced multimodally. Multimodal pedagogies also involve designing opportunities for students to explore and perform ideas and identities using a range of meaning-making resources. The teaching and learning activities often involve drawing from the students’ funds of knowledge and their lifeworld. With multimodal pedagogies, teachers orchestrate the learning process by weaving together a series of knowledge representations into a cohesive tapestry and in so doing make apt selection of meaning-making resources to design the students’ learning experience. Adapted from https://www.sciencedirect.com/science /article/abs/pii/S0898589822000365

Here’s why we’ll never be able to build a brain in a computer It’s easy to equate brains and computers – they’re both thinking machines, after all. But the comparison doesn’t really stand up to closer inspection, as Dr. Lisa Feldman Barrett reveals. People often describe the brain as a computer, as if neurons are like hardware and the mind is software. But this metaphor is deeply flawed. A computer is built from static parts, whereas your brain constantly rewires itself as you age and learn. A computer stores information in files that are retrieved exactly, but brains don’t store information in any literal sense. Your memory is a constant construction of electrical pulses and swirling chemicals, and the same remembrance can be reassembled in different ways at different times. Brains also do something critical that computers today can’t. A computer can be trained with thousands of photographs to recognise a dandelion as a plant with green leaves and yellow petals. You, however, can look at a dandelion and understand that in different situations it belongs to different categories. A dandelion in your vegetable garden is a weed, but in a bouquet from your child it’s a delightful flower. A dandelion in a salad is food, but people also consume dandelions as herbal medicine. In other words, your brain effortlessly categorises objects by their function , not just their physical form. Some scientists believe that this incredible ability of the brain, called ad hoc category construction, may be fundamental to the way brains work. Also, unlike a computer, your brain isn’t a bunch of parts in an empty case. Your brain inhabits a body, a complex web of systems that include over 600 muscles in motion, internal organs, a heart that pumps 7,500 litres of blood per day, and dozens of hormones and other chemicals, all of which must be coordinated, continually, to digest food, excrete waste, provide energy and fight illness.[…] If we want a computer that thinks, feels, sees or acts like us, it must regulate a body – or something like a body – with a complex collection of systems that it must keep in balance to continue operating, and with sensations to keep that regulation in check. Today’s computers don’t work this way, but perhaps some engineers can come up with something that’s enough like a body to provide this necessary ingredient. For now, ‘brain as computer’ remains just a metaphor. Metaphors can be wonderful for explaining complex topics in simple terms, but they fail when people treat the metaphor as an explanation. Metaphors provide the illusion of knowledge. (Adapted from https://www.sciencefocus.com/future-technology/canwe-build-brain-computer/ Published: 24th October, 2021, retrieved on February 9th, 2022)

Leia o texto para responder à questão. There is nothing conventional about 17-year-old Michael Fuller’s relationship with music. As someone with high-functioning autism who sees the world through sound, creating melodies from the bustle of the high street or trains on the tracks feels more natural than any social interaction. This hardwired connection to sound has been with him for as long as he can remember. By the age of 11, Michael could play Mozart by ear, having taught himself to play the piano through a mobile phone app. The app highlighted notes on a keyboard as classical music played. He describes his unusual musical talent as “downloading” music into his head. His mother, Nadine, remembers that as a child Michael would “suddenly pop up and say: ‘I’ve got a symphony’”. Michael took to the piano and found he could quickly perform complex pieces from memory. “I liked what I was hearing, sought more music and began studying through Google and YouTube,” he remembers. “It was very organic. I would listen in great depth and the music would be implanted in my mind. I could then just play it on the piano – all without being taught.” Growing up in a family that listened to reggae over classical music, Michael feels “very much aware” of how different his approach is to music – symbolised by the way he taught himself piano as a child. This, his mother says, came as a “surprise to the family and myself – I’d never listened to classical music in my life”. It was not long after learning to play the piano that Michael started composing his own works. Describing this process as “making music with my mind”, Michael says composing classical symphonies “helps me to express myself through music – it makes me calm”. Michael wants to nurture his song writing to achieve his ambition of becoming a modern mainstream classical artist. He wants to control the creative process, unlike typical modern-day composers, who he says “write blobs on a page, hand it over to the musicians – then say bye-bye and stay in the background and get no recognition”. Instead, Michael is determined to take centre stage. (Alex Taylor. www.bbc.com, 27.03.2018. Adaptado.)