Para responder à questão, considere o texto 'Context'.

Texto IV

Context

How people see the world is generally informed by their own experiences, values, norms and learning. From the earliest periods of colonisation, ill-formed perceptions and assumptions about the values and ways of Aboriginal and Torres Strait Islander cultures and social organisation have emerged from the comparison of the Aboriginal and Torres Strait Islander world to the spiritual, social, political and economic perspectives of European colonizers. Colonists judged the civility and worthiness of Aboriginal and Torres Strait Islander cultures and societies by the degree to which they perceived it conforming to European customs and norms. Not surprisingly the early observers knew nothing about Aboriginal and Torres Strait Islander Peoples and cultures. The substantial errors of judgement that followed have had a significant impact on Aboriginal and Torres Strait Islander Peoples ever since. Non Aboriginal society has, however, increasingly improved its knowledge of the ways and life of Aboriginal and Torres Strait Islander cultures. Gradually, decisionmakers started to recognise that Aboriginal people held cultural values and principles that provided the basis for orderly Aboriginal and Torres Strait Islander societies. Clearly, however, much remains to be done to ensure the genuine recognition of the fundamental values and principles of Aboriginal and Torres Strait Islander cultures within Australian society and its institutions. When making judgements about Aboriginal and Torres Strait Islander Peoples, Australia and its public institutions must acknowledge the history, and bridge the difference in cultural outlooks to find a fair, respectful and ethical way forward. These Guidelines are designed to help fulfill these obligations. This document does not use the term Indigenous. While this term has been used recently, most Aboriginal and Torres Strait Islander Peoples prefer terms that better reflect their cultural identity such as Nyoongar, Koori, Murri, Ngaanyatjarra, Nunga and Palawa. This is about more than just language. It is a reflection of real cultural diversity.

O texto constitui fragmento de um(a)

A Lei n. 9.784/99 estabelece as normas atinentes aos processos administrativos no âmbito da União. Considerando a importância do tema, assinale a alternativa correta.

Para responder à questão, considere o texto I.

Texto I

One of the fundamental concepts in translation theory is that of translation equivalence. Equivalence also underpins our everyday understanding of translation: linguistically naïve persons tend to think of translation as a text which is a sort of ‘reproduction’ of a text originally produced in another language, where this reproduction is somehow of comparable value. A translation can therefore be understood as a text which is doubly contextually bound: on the one hand to its contextually embedded source text and on the other to the (potential) recipient’s communicative-contextual conditions. This double-linkage is the basis of the so-called equivalence relation and at the same time the conceptual heart of translation. To quote John Catford (1965:21), ‘‘The central problem of translation-practice is that of finding TL (target language) equivalents. A central task of translation theory is therefore that of defining the nature and conditions of translation equivalence’’.

Equivalence, like context, is obviously a relative concept; it has nothing to do with identity. Absolute equivalence would in fact be a contradictio in adiecto. Equivalence is a relative concept in several respects; it is determined by the socio-historical conditions in which the translation act is embedded, and by the range of often irreconcilable linguistic and contextual factors at play, among them at least the following: source and target languages with their specific structural constraints; the extra-linguistic world and the way this world is perceived by the two language communities; the linguistic conventions of the translator and of the target language and culture; structural, connotative and aesthetic features of the original; the translator’s comprehension and interpretation of the original and her creativity; the translator’s explicit and/or implicit theory of translation; translation traditions in the target culture; interpretation of the original by its author; audience design as well as generic norms, and possibly many more. In setting up such a variety of ‘‘equivalence frameworks’’ (Koller, 1995), the concept of equivalence can be specified or operationalized.

Given these different types of equivalence in translation, and given the nature of translation as a decision process (Levy, 1967), the translator is always forced to make choices, i.e., to set up a hierarchy of demands on equivalence which he or she wants to follow. Since appropriate use of language in communicative performance is what matters most in translation, it is functional, pragmatic equivalence which is of particular relevance for translation. And it is this type of equivalence which underpins the systemic–functional model to be described here, a model that attempts to explicate the way meaning can be re-constituted across two different contexts. Three aspects of that meaning are particularly important for translation: a semantic, a pragmatic and a textual aspect. Translation can then be defined as the replacement of a text in a source language by a semantically and pragmatically equivalent text in a target language. An adequate translation is thus a pragmatically and semantically equivalent one. As a first requirement for this equivalence, it is posited that a translation text have a function equivalent to that of its original.

Fonte: HOUSE, J. Text and context in translation. Journal of Pragmatics, v. 38, p. 338-358, 2006. (Adaptado)

Sobre o tradutor, é correto afirmar que

Para responder à questão, considere o texto I.

Texto I

One of the fundamental concepts in translation theory is that of translation equivalence. Equivalence also underpins our everyday understanding of translation: linguistically naïve persons tend to think of translation as a text which is a sort of ‘reproduction’ of a text originally produced in another language, where this reproduction is somehow of comparable value. A translation can therefore be understood as a text which is doubly contextually bound: on the one hand to its contextually embedded source text and on the other to the (potential) recipient’s communicative-contextual conditions. This double-linkage is the basis of the so-called equivalence relation and at the same time the conceptual heart of translation. To quote John Catford (1965:21), ‘‘The central problem of translation-practice is that of finding TL (target language) equivalents. A central task of translation theory is therefore that of defining the nature and conditions of translation equivalence’’.

Equivalence, like context, is obviously a relative concept; it has nothing to do with identity. Absolute equivalence would in fact be a contradictio in adiecto. Equivalence is a relative concept in several respects; it is determined by the socio-historical conditions in which the translation act is embedded, and by the range of often irreconcilable linguistic and contextual factors at play, among them at least the following: source and target languages with their specific structural constraints; the extra-linguistic world and the way this world is perceived by the two language communities; the linguistic conventions of the translator and of the target language and culture; structural, connotative and aesthetic features of the original; the translator’s comprehension and interpretation of the original and her creativity; the translator’s explicit and/or implicit theory of translation; translation traditions in the target culture; interpretation of the original by its author; audience design as well as generic norms, and possibly many more. In setting up such a variety of ‘‘equivalence frameworks’’ (Koller, 1995), the concept of equivalence can be specified or operationalized.

Given these different types of equivalence in translation, and given the nature of translation as a decision process (Levy, 1967), the translator is always forced to make choices, i.e., to set up a hierarchy of demands on equivalence which he or she wants to follow. Since appropriate use of language in communicative performance is what matters most in translation, it is functional, pragmatic equivalence which is of particular relevance for translation. And it is this type of equivalence which underpins the systemic–functional model to be described here, a model that attempts to explicate the way meaning can be re-constituted across two different contexts. Three aspects of that meaning are particularly important for translation: a semantic, a pragmatic and a textual aspect. Translation can then be defined as the replacement of a text in a source language by a semantically and pragmatically equivalent text in a target language. An adequate translation is thus a pragmatically and semantically equivalent one. As a first requirement for this equivalence, it is posited that a translation text have a function equivalent to that of its original.

Fonte: HOUSE, J. Text and context in translation. Journal of Pragmatics, v. 38, p. 338-358, 2006. (Adaptado)

Numere os segmentos de acordo com o tipo de fator.

1 → fatores linguísticos
2 → fatores contextuais

( ) “source and target languages with their specific structural constraints”

( ) “the extra-linguistic world and the way this world is perceived by the two language communities”

( ) “interpretation of the original by its author”

( ) “audience design as well as generic norms”

A sequência correta é

Para responder à questão, considere o texto 'Context'.

Texto IV

Context

How people^C) see the world is generally informed by their own experiences, values, norms and learning. From the earliest periods of colonisation, ill-formed perceptions and assumptions about the values and ways of Aboriginal and Torres Strait Islander cultures and social organisation have emerged from the comparison of the Aboriginal and Torres Strait Islander world to the spiritual, social, political and economic perspectives of European colonizers^A). Colonists^A) judged the civility and worthiness of Aboriginal and Torres Strait Islander cultures and societies by the degree to which they perceived it conforming to European customs and norms. Not surprisingly the early observers^A) knew nothing about Aboriginal and Torres Strait Islander Peoples^C) and cultures. The substantial errors of judgement that followed have had a significant impact on Aboriginal and Torres Strait Islander Peoples ever since. Non Aboriginal society^B) has, however, increasingly improved its knowledge of the ways and life of Aboriginal and Torres Strait Islander cultures. Gradually, decisionmakers started to recognise that Aboriginal people held cultural values and principles that provided the basis for orderly Aboriginal and Torres Strait Islander societies. Clearly, however, much remains to be done to ensure the genuine recognition of the fundamental values and principles of Aboriginal and Torres Strait Islander cultures within Australian society^B) and its institutions. When making judgements about Aboriginal and Torres Strait Islander Peoples, Australia^B) and its public institutions must acknowledge the history, and bridge the difference in cultural outlooks to find a fair, respectful and ethical way forward. These Guidelines are designed to help fulfill these obligations. This document does not use the term Indigenous^C). While this term has been used recently, most Aboriginal and Torres Strait Islander Peoples prefer terms that better reflect their cultural identity such as Nyoongar^D), Koori^D), Murri^E), Ngaanyatjarra^D), Nunga^E) and Palawa^E). This is about more than just language. It is a reflection of real cultural diversity.

Assinale a alternativa que contém um item incompatível com os demais da lista.

Para responder à questão, considere o texto II.

Texto II

Abstract: This study is based on the analysis of a videotaped meeting which occurred between a professor, a doctoral student, and an interpreter, the transcript of that meeting; and playback interviews with the participants. I show that a unique feature of interpreted conversation occurs around simultaneous talk. When the primary speakers talk simultaneously, the interpreter recognizes this overlapping talk and makes linguistic choices to resolve the overlap by deciding who will get the turn. For instance, in this study the interpreter resolved overlapping talk by stopping one primary speaker and not the other. Many of his choices exemplified his understanding and interpretation of the social situation of an interview between student and professor. l will demonstrate that the interpreter in this meeting is not a neutral conduit, an implicit assumption behind much training and testing. Rather, the interpreter's role is active, governed by social and linguistic knowledge of the entire communicative situation, including not only competence in the languages, but also competence in the appropriate 'ways of speaking' and in managing the intercultural event of interpreting.

Fonte: ROY, C. B. A sociolinguistic analysis of the interpreter's
role in simultaneous talk in interpreted interaction. Multilingua,
v.12, n.4, p. 341-363, 1993.

A temática investigada na pesquisa reportada no texto é

A era da impaciência

Assim como os livros expandiram nossa capacidade cerebral, as tecnologias atuais podem gerar o efeito contrário

A vida no século XXI pode não ser maravilhosa como sugerem as propagandas de telefones celulares, graças aos consideráveis impactos sociais provocados pela onipresença das novas tecnologias de comunicação e informação. Dois filmes recentes tratam do tema: Disconnect (2012) e Men, Women & Children (2014). As duas obras adoçam seu olhar crítico com uma visão humanista. O grande tema é a vida contemporânea, marcada pelo consumo de bens e estilos e povoada pelas doenças da sociedade moderna: bullying, identidades roubadas, comunicações mediadas e relações fragilizadas. No centro dos dramas, estão a internet e as mídias sociais.

Se determinados impactos sociais já são notáveis, alguns efeitos econômicos ainda estão sendo descobertos. No dia 17 de fevereiro de 2015, Andrew G. Haldane, economista-chefe do Banco da Inglaterra, realizou uma palestra para estudantes da University of East Anglia. O tema foi crescimento econômico.

Haldane inicia^A) mostrando que o crescimento econômico é uma condição relativamente recente na história da humanidade, começou há menos de 300 anos. Três fases de inovação marcaram essa breve história do crescimento: a Revolução Industrial, no século XVIII, a industrialização em massa, no século XIX, e a revolução da tecnologia da informação, na segunda metade do século XX. Qual a fonte primária do crescimento econômico? Em uma palavra, paciência. Na visão do economista, é a paciência que permite poupar, o que por sua vez financia os investimentos que resultam no crescimento. Combinada com a inovação tecnológica, a paciência move montanhas. Existem também, lembra^B) Haldane, fatores endógenos, a exemplo de educação e habilidades, cultura e cooperação, infraestrutura e instituições. Todos se reforçam mutuamente e funcionam de forma cumulativa. Pobres os países que não conseguem desenvolvê-los.

De onde veio a paciência? Da invenção da impressão por tipos móveis, por Gutenberg, no século XV, que resultou na explosão da produção de livros, sugere^C) Haldane. Os livros levaram a um salto no nível de alfabetização e, em termos neurológicos, “reformataram” nossas mentes, viabilizando raciocínios mais profundos, amplos e complexos. Neste caso, a tecnologia ampliou nossa capacidade mental, que, por sua vez, alavancou a tecnologia, criando um ciclo virtuoso.

E os avanços tecnológicos contemporâneos, terão o mesmo efeito? Haldane receia^D) que não. Assim como os livros expandiram nossa capacidade cerebral, as tecnologias atuais podem gerar o efeito contrário. Maior o acesso a informações, menor nossa capacidade de atenção, e menor nossa capacidade de análise. E nossa paciência sofre com o processo.

Hipnotizados por tablets e smart phones, vivemos em uma sociedade assolada pelo transtorno do déficit de atenção e pela impaciência crônica. Não faltam exemplos: alunos lacrimejam e bocejam depois de 20 minutos de aula; leitores parecem querer textos cada vez mais curtos, fúteis e ilustrados; executivos saltam furiosamente sobre diagnósticos e análises e tomam decisões na velocidade do som; projetos são iniciados e rapidamente esquecidos; reuniões iniciam sem pauta e terminam sem rumo.

Haldane conclui^E) que os ingredientes do crescimento ainda são misteriosos, mas que a história aponta para uma combinação complexa de fatores tecnológicos e sociológicos. É prudente observar que o autor não está sugerindo uma relação direta entre o crescimento das mídias sociais e a estagnação econômica que vem ocorrendo em muitos países. Sua análise é temporalmente mais ampla, profunda e especulativa. Entretanto, há uma preocupação clara com os custos cognitivos da “revolução” da informação, que se somam aos custos sociais tratados nos dois filmes que abriram esta coluna. Não é pouco.

Fonte: Disponível em: <http://www.cartacapital.com.br/revista/840/a-era-da-impaciencia-5039.html>.
Acesso em: 6 de maio de 2016. (Adaptado)

Observando os verbos introdutores do discurso indireto, mecanismo usado para a articulação do conteúdo da fala de Haldane ao texto, nota-se que eles preenchem diferentes funções, sendo uma delas a de indicar a provisoriedade do argumento e outra a de organizar um momento (princípio, meio, fim) no conjunto da argumentação do discurso. Qual verbo desempenha a primeira função?

Para responder à questão, considere o texto II.

Texto II

Abstract: This study is based on the analysis of a videotaped meeting which occurred between a professor, a doctoral student, and an interpreter, the transcript of that meeting; and playback interviews with the participants. I show that a unique feature of interpreted conversation occurs around simultaneous talk. When the primary speakers talk simultaneously, the interpreter recognizes this overlapping talk and makes linguistic choices to resolve the overlap by deciding who will get the turn. For instance, in this study the interpreter resolved overlapping talk by stopping one primary speaker and not the other. Many of his choices exemplified his understanding and interpretation of the social situation of an interview between student and professor. l will demonstrate that the interpreter in this meeting is not a neutral conduit, an implicit assumption behind much training and testing. Rather, the interpreter's role is active, governed by social and linguistic knowledge of the entire communicative situation, including not only competence in the languages, but also competence in the appropriate 'ways of speaking' and in managing the intercultural event of interpreting.

Fonte: ROY, C. B. A sociolinguistic analysis of the interpreter's
role in simultaneous talk in interpreted interaction. Multilingua,
v.12, n.4, p. 341-363, 1993.

O termo sublinhado no segmento “an implicit assumption behind much training and testing” refere-se a

Para responder à questão, considere o texto 'Ciência Sem Fronteiras'.

Texto III

Ciência Sem Fronteiras

Ciência sem Fronteiras é um programa que busca promover a consolidação, expansão e internacionalização da ciência e tecnologia, da inovação e da competitividade brasileira por meio do intercâmbio e da mobilidade internacional. A iniciativa é fruto de esforço conjunto dos Ministérios da Ciência, Tecnologia e Inovação (MCTI) e do Ministério da Educação (MEC), por meio do CNPq e da Capes, e Secretarias de Ensino Superior e de Ensino Tecnológico do MEC.

O Programa Ciência sem Fronteiras possui acordos e parceria com diversas instituições de ensino, programas de intercâmbio e institutos de pesquisa ao redor do mundo.

A seleção final será feita pela CAPES, que também escolherá a universidade de destino do candidato de acordo com a área de estudo e dentro da oferta de vagas estabelecidas pelas instituições que aderirem ao programa em cada país.

São abertas periodicamente chamadas públicas para Graduação-Sanduíche pelo Programa Ciência sem Fronteiras. Informações sobre Chamadas públicas abertas podem ser obtidas em www.cienciasemfronteiras.org.br

Qual alternativa apresenta uma versão adequada para o segmento "um programa que busca promover a consolidação, expansão e internacionalização da ciência e tecnologia, da inovação e da competitividade brasileira por meio do intercâmbio e da mobilidade internacional"?

Acerca da Lei n. 8.112/90, que regulamenta o regime dos servidores públicos civis da União, das Autarquias e das fundações públicas federais, e suas alterações, assinale a alternativa correta.