Foram encontradas 80 questões.
HISTÓRIA 1: Num de seus cadernos de notas, Tchekhov registra esta anedota: “Um homem em Montecarlo vai ao cassino, ganha um milhão, volta para casa, suicida-se”. A forma clássica do conto está condensada no núcleo desse relato futuro e não escrito.
HISTÓRIA 2: Contra o previsível e o convencional (jogar – perder – suicidar-se), a intriga se oferece como um paradoxo. A anedota tende a desvincular a história do jogo e a história do suicídio. Essa cisão é a chave para definir o caráter duplo da forma do conto.
Primeira tese: um conto sempre conta duas histórias.
PIGLIA, Ricardo. “Teses sobre o conto”. In: Formas Breves. Trad. J. M. M. de Macedo.
São Paulo: Companhia das Letras, 2004.
O escritor e ensaísta Ricardo Piglia analisa autores clássicos a partir dessa sua tese. De acordo com ele:
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Erro de português
Quando o português chegou
Debaixo de uma bruta chuva
Vestiu o índio
Que pena!
Fosse uma manhã de sol
O índio tinha despido
O português
ANDRADE, Oswald de. “Erro de português”. In: O santeiro do mangue e outros poemas. São Paulo:
Globo/Secretaria do Estado da Cultura, 1991.
O poema “Erro de português” apresenta características recorrentes da Primeira Geração Modernista, da qual Oswald de Andrade foi membro profícuo. Encontram-se nele :
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A teoria semiótica procura (…) explicar os sentidos do texto. Para tanto, vai examinar, em primeiro lugar, os mecanismos e procedimentos de seu plano de conteúdo. O plano do conteúdo de um texto é, nesse caso, concebido, metodologicamente, sob a forma de um percurso gerativo.
BARROS, Diana Luz Pessoa de. “Estudos do discurso”. In: FIORIN, José Luiz (Org.).
Introdução à linguística II: princípios de análise. São Paulo: Contexto, 2008.
O referido percurso consiste nos níveis fundamental, narrativo e discursivo, os quais, respectivamente, contemplam:
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Do Cell Phones Belong in the Classroom?
Mobile devices are ubiquitous in American high schools, and their use is harder to regulate than old-fashioned note passing. But here’s why teachers should be paying closer attention.
By Robert Earl
If you were to drop in on most any American high school these days, what would you see? Cell phones. Lots of them. Virtually all students have one, and it’s typical to see them tapping away or listening to music through their ear buds -- not just in the hallways during the five minutes between classes, but also in the classroom, at every opportunity the teacher gives them.
In some cases, schools have actually embraced cell phones and incorporated them into their teaching. The educational benefits of cell phones have been argued as follows by various education writers:
- They give students a chance to collaborate with each other, or connect with peers in other countries. (Marc Prensky)
- They can be used for high-tech alternatives to boring classroom lectures, letting kids take part in interactive assignments like classroom polls. (Kevin Thomas)
- They can serve as notepads or as an alarm for setting study reminders. (Lisa Nielsen)
- They can be recording devices, letting students record impressions during field trips and create audio podcasts and blog posts. (Liz Kolb)
However, none of these supposed advantages can overcome one very basic disadvantage: Cell phones distract students from schoolwork and class activities.
So what’s the solution? Do teachers simply need to crack down harder, to impose harsher penalties against extracurricular texting and Internet surfing? Or are the cell phones themselves a symptom of a larger problem?
The incessant cell phone use going on in our classrooms must serve as a challenge, forcing us to remember what education is really about. The teacher’s goal must be to instill an insatiable desire to learn. Because both inside and outside the classroom, there’s so much to do and so little time.
(Adapted from: http://www.theatlantic.com/national/archive/2012/05/do-cell-phones-belong-in-theclassroom/ 257325)
What is the predominant verbal tense in the text?
Provas
Do Cell Phones Belong in the Classroom?
Mobile devices are ubiquitous in American high schools, and their use is harder to regulate than old-fashioned note passing. But here’s why teachers should be paying closer attention.
By Robert Earl
If you were to drop in on most any American high school these days, what would you see? Cell phones. Lots of them. Virtually all students have one, and it’s typical to see them tapping away or listening to music through their ear buds -- not just in the hallways during the five minutes between classes, but also in the classroom, at every opportunity the teacher gives them.
In some cases, schools have actually embraced cell phones and incorporated them into their teaching. The educational benefits of cell phones have been argued as follows by various education writers:
- They give students a chance to collaborate with each other, or connect with peers in other countries. (Marc Prensky)
- They can be used for high-tech alternatives to boring classroom lectures, letting kids take part in interactive assignments like classroom polls. (Kevin Thomas)
- They can serve as notepads or as an alarm for setting study reminders. (Lisa Nielsen)
- They can be recording devices, letting students record impressions during field trips and create audio podcasts and blog posts. (Liz Kolb)
However, none of these supposed advantages can overcome one very basic disadvantage: Cell phones distract students from schoolwork and class activities.
So what’s the solution? Do teachers simply need to crack down harder, to impose harsher penalties against extracurricular texting and Internet surfing? Or are the cell phones themselves a symptom of a larger problem?
The incessant cell phone use going on in our classrooms must serve as a challenge, forcing us to remember what education is really about. The teacher’s goal must be to instill an insatiable desire to learn. Because both inside and outside the classroom, there’s so much to do and so little time.
(Adapted from: http://www.theatlantic.com/national/archive/2012/05/do-cell-phones-belong-in-theclassroom/ 257325)
The text brings some cellular usage possibilities for educational purposes. The alternatives below present true information about the use of the devices in the classroom, except one. Check it.
Provas
Select the alternative where the expression “(be) supposed to” features the same sense used in the phrase: “I’m supposed to be meeting Ann at 8:15”:
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The alternative which has the “ing” suffix as a part of a noun word is:
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Read the situation below to answer what is requested.
In a classroom, the teacher did not allow the use of the mother tongue. She was teaching vocabulary using cards with images, making gestures and simulating situations to contextualize it. She said students should be encouraged to think about using the language they are learning. To encourage students to practice, she prepared dialogues based on questions and answers, so that the student assimilate the model.
Check below the alternative that indicates the approach used by the teacher to conduct their classes.
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Task-based instruction puts the concept of “tasks” in the center of its methodological approach. It comprehends the learning process as a set of communication techniques that are directly linked to curriculum goals they serve. According to the given definition, we can consider as activities that follow this principle those that are given in one of the following statements. Choose the right alternative.
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During World War II, there was a methodological approach which aimed to speed the training of speakers in a foreign language. The pedagogical implication of this approach was that the student should first listen and talk, then read and write; as it happens individually in learning the mother tongue and as with people in general. This methodological view can be explained by one of the following approach. Check it.
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Caderno Container