A reta r passa pelo ponto O = (0,0) e !$ P \, = \, \begin {pmatrix} { \large \sqrt{2} \over 2}, \, { \large \sqrt{2} \over 2} \, \end {pmatrix}. !$ Se a reta s tangente à circunferência x² + y² = 1 no ponto P, podemos AFIRMAR que a equação da reta s é dada por:

Sejam !$ M \, = \, 243 \, (C_{18,5} \, + \, C_{18,6} \, + \, C_{19,7}) !$ e !$ N \, = \, C_{19,6} \, + \, C_{19,7} !$, onde !$ C_{n,k} \, = \, \begin {pmatrix} n \\ k \end {pmatrix} !$, encontre o valor de “a” de modo que o número 1 seja raiz da equação !$ 3^{2x^2 \, -6x \, + \, a} \, = \, { \large M \over N}. !$

Dado o polinômio p(x) = 2x¹⁰⁰⁰ + 4x⁵⁰⁰ + 8x¹⁰⁰ + 1 e o número complexo !$ z \, = \, { \large \sqrt{2} \over 2} \, + \, { \large \sqrt{2} \over 2} !$ i, podemos AFIRMAR que o valor de p(z) é igual a:

Se para construir 1m² de uma área livre em forma de um triângulo com lados com dimensões 9m, 7m e 8m, um empresário gastou R$38,00, quanto será gasto aproximadamente para construir a área livre com o formato do triângulo descrito acima, sabendo que !$ \sqrt{720} !$ é aproximadamente 26,83?

Resolvendo a equação !$ 2^{x^2 \, + \, 3 \, x \, - \, 8} \, = \, log_2 \, 16 !$ é CORRETO afirmar que o seu conjunto solução S é igual a:

Em um condomínio, o terreno da quadra A, lote 08, é representado pela área abaixo do gráfico da função f(x) = x², quando representado no sistema cartesiano, para 2 !$ \le !$ x !$ \le !$ 8, e acima do eixo horizontal (eixo das abscissas), sendo que x é dado em metros. Se um metro quadrado do lote 08 da quadra A custa R$ 640,00, quanto vai custar o lote 08 da quadra A? ,

TEXT V -

EMI courses in Brazil grow to more than 1,000

(Posted on Sep 25, 2018 by Viggo Stacey)

A growing number of Higher Education Institutions (HEIs) in Brazil are recognising the importance of offering English as Medium of Instruction courses, as the number of EMI courses rose from 671 in 2016 to over 1,000 in the first semester 2018, according to a new report.

(Photo: gabyps/Pixabay)

The Brazilian Association for International Education (FAUBAI) and the British Council, which surveyed 84 HEIs in Brazil, said the data reflects the sustained growth in activities offered in English as well as Portuguese for foreigners.

“Internationalisation is growing and increasing in the whole country and it's on the agenda of all universities,” explained Renata Archanjo, UFRN international relations deputy officer. “We are a country [that is becoming] more and more globalised.”

Executive director of FAUBAI Renée Zicman highlighted that of Brazil's 2,400 HEIs, many do not offer international activities, but that number is increasing and the organisation has been promoting the internationalisation of the country's universities.

“We have been [telling] universities that by offering opportunities in English [they will] be able to receive international students,” she said, adding that it is important to point out that EMI courses are being offered in all five regions of the country, including the Amazon region.

“Our universities are very concentrated in certain regions of the country, but we have all sorts of universities and HEIs doing this in all regions of the country, public and private. It means the whole system has understood.

“The idea is not just to offer opportunities to take classes in English or participate in activities in English, but also to be able to live in this beautiful country and be able to share Brazilian culture and learn Portuguese,” Zicman added. […]

(Adapted from: https://thepienews.com/news/over-1000-emi-courses-in-brazil-in-2018/

Accessed on Oct 1st, 2020)

The word “sustained” in the passage “[…] the data reflects the sustained growth […]” is the OPPOSITE of

TEXT V -

EMI courses in Brazil grow to more than 1,000

(Posted on Sep 25, 2018 by Viggo Stacey)

A growing number of Higher Education Institutions (HEIs) in Brazil are recognising the importance of offering English as Medium of Instruction courses, as the number of EMI courses rose from 671 in 2016 to over 1,000 in the first semester 2018, according to a new report.

(Photo: gabyps/Pixabay)

The Brazilian Association for International Education (FAUBAI) and the British Council, which surveyed 84 HEIs in Brazil, said the data reflects the sustained growth in activities offered in English as well as Portuguese for foreigners.

“Internationalisation is growing and increasing in the whole country and it's on the agenda of all universities,” explained Renata Archanjo, UFRN international relations deputy officer. “We are a country [that is becoming] more and more globalised.”

Executive director of FAUBAI Renée Zicman highlighted that of Brazil's 2,400 HEIs, many do not offer international activities, but that number is increasing and the organisation has been promoting the internationalisation of the country's universities.

“We have been [telling] universities that by offering opportunities in English [they will] be able to receive international students,” she said, adding that it is important to point out that EMI courses are being offered in all five regions of the country, including the Amazon region.

“Our universities are very concentrated in certain regions of the country, but we have all sorts of universities and HEIs doing this in all regions of the country, public and private. It means the whole system has understood.

“The idea is not just to offer opportunities to take classes in English or participate in activities in English, but also to be able to live in this beautiful country and be able to share Brazilian culture and learn Portuguese,” Zicman added. […]

(Adapted from: https://thepienews.com/news/over-1000-emi-courses-in-brazil-in-2018/

Accessed on Oct 1st, 2020)

In the fragment “The Brazilian Association for International Education (FAUBAI) and the British Council, which surveyed 84 HEIs in Brazil […]”, which refers to

TEXT V -

EMI courses in Brazil grow to more than 1,000

(Posted on Sep 25, 2018 by Viggo Stacey)

A growing number of Higher Education Institutions (HEIs) in Brazil are recognising the importance of offering English as Medium of Instruction courses, as the number of EMI courses rose from 671 in 2016 to over 1,000 in the first semester 2018, according to a new report.

(Photo: gabyps/Pixabay)

The Brazilian Association for International Education (FAUBAI) and the British Council, which surveyed 84 HEIs in Brazil, said the data reflects the sustained growth in activities offered in English as well as Portuguese for foreigners.

“Internationalisation is growing and increasing in the whole country and it's on the agenda of all universities,” explained Renata Archanjo, UFRN international relations deputy officer. “We are a country [that is becoming] more and more globalised.”

Executive director of FAUBAI Renée Zicman highlighted that of Brazil's 2,400 HEIs, many do not offer international activities, but that number is increasing and the organisation has been promoting the internationalisation of the country's universities.

“We have been [telling] universities that by offering opportunities in English [they will] be able to receive international students,” she said, adding that it is important to point out that EMI courses are being offered in all five regions of the country, including the Amazon region.

“Our universities are very concentrated in certain regions of the country, but we have all sorts of universities and HEIs doing this in all regions of the country, public and private. It means the whole system has understood.

“The idea is not just to offer opportunities to take classes in English or participate in activities in English, but also to be able to live in this beautiful country and be able to share Brazilian culture and learn Portuguese,” Zicman added. […]

(Adapted from: https://thepienews.com/news/over-1000-emi-courses-in-brazil-in-2018/

Accessed on Oct 1st, 2020)

From the text, it is possible to state that

TEXT IV –

English in Brazil: Insights from the Analysis of Language Policies,

Internationalization Programs and the CLIL Approach

Abstract: The paper proposes a reflection on the role of English in the globalized world and its teaching/learning in Brazil. With that aim, the study reviews language policies and internationalization programs in Brazil regarding the role of foreign languages in general and of English in particular. The theoretical framework includes a review of an English language teaching (ELT) approach used mainly in Europe, as a result of globalization and internationalization, the Content and Language Integrated Approach (CLIL). In order to support this reflection, a case study was carried out to examine pre-service English teachers’ beliefs on the use of CLIL in Brazil. The results of study show that pre-service English teachers understand the importance of the CLIL approach though they are aware of the various obstacles to its implementation in that context. The study suggests a review of language policies in Brazil so as to ensure a convergence between them and internationalization policies and approaches, at all levels of education. Regarding the ELT approach analyzed, the study concludes that despite the difficulties associated with the implementation of CLIL in Brazil, it represents a relevant alternative in that context.

Keywords: English language teaching (ELT), Content and Language Integrated Learning (CLIL), Language policies, Internationalization, Brazil

Source: FINARDI, Kyria; LEÃO, Roberta; PINHEIRO, Livia Melina. English in Brazil: Insights from the Analysis of Language Policies, Internationalization Programs and the CLIL Approach. In: Education and Linguistics Research, 2016, Vol. 2, No. 1. Available at:

https:/ /www.researchgate. net/ profile/Kyria_Finardi/publication/297653683_ English_in_Brazil_Insights_from_the_ Analysis_of_

Language_Policies_Internationaliz ation_Programs_and_the_CLIL_Approach/links/5814871508aeffbed6bdf5ba/ English-in-Brazil-

Insights- from-the-Analysis-of-Language-PoliciesInternationalization- Programs-and-the-CLIL-Approach.pdf . Accessed on

September 29th, 2020.

“In order to support this reflection, a case study was carried out to examine pre-service English teachers' beliefs on the use of CLIL in Brazil” ; “[…] the study concludes that despite the difficulties associated with the implementation of CLIL in Brazil […]”. The linking words “in order to” and “despite” mean respectively