Magna Concursos

Foram encontradas 45.294 questões.

3963878 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: Avança SP
Orgão: Pref. Laranjal Paulista-SP

Read the text to answer the question. 



The archetype of the classic witch is a cornerstone of global folklore and fiction, often depicted as a formidable and sinister antagonist. These figures are deeply embedded in collective storytelling, usually characterized by their malevolent intentions towards protagonists, especially innocent children or virtuous heroes. Their narrative role is fundamentally to embody the forces of darkness, chaos, or forbidden knowledge, creating a clear moral contrast and a formidable obstacle for the main characters to overcome. From European fairy tales to modern pop culture, the classic witch serves as a powerful symbol of fear and the supernatural.


Physically, the traditional witch is frequently described as an old, haggard woman with exaggeratedly ugly features, which visually symbolizes her inner corruption and alienation from societal norms. Common traits include a long, hooked nose, warts, disheveled gray hair, and crooked fingers. She is typically clothed in dark, ragged robes and a pointed, wide-brimmed hat, an image popularized and solidified by Western media. This distinct and fearsome appearance is designed to evoke immediate unease and signal her dangerous nature to the audience.


The classic witch's power is intrinsically linked to specific magical tools and practices. The bubbling cauldron is her quintessential instrument, used for brewing potent potions, casting spells, and concocting mysterious elixirs. Her magic often involves ancient books ofspells, enchanted mirrors that show more than mere reflections, and the command over supernatural familiars like black cats, crows, or toads. These elements are not just props; they are extensions of her will and the sources of her power, which she uses to curse, transform, or deceive those who cross her path.


This archetype finds vivid expression in some of the most famous villains of literature and film. The Wicked Witch of the West from The Wizard of Oz menaces Dorothy with her command over flying monkeys and her thirst for revenge. The Evil Queen from Snow White, obsessed with being the "fairest of them all," uses a poisoned apple in her deadly scheme. Similarly, Maleficent from Sleeping Beauty is a figure of pure vengeance, cursing an infant princess to a sleep-like death. Beyond Anglo-American tales, other cultures have their own versions, such as Brazil's Cuca, a child-eating alligator-witch from Sítio do Picapau Amarelo.


However, the portrayal of the witch is not monolithic and has evolved to include more nuanced or comedic figures. In the Mexican sitcom El Chavo del Ocho, Doña Clotilde, nicknamed "La Bruja del 71," is a neighborhood eccentric whose witch persona is more a source of gossip and lighthearted fear than genuine evil. Furthermore, modern narratives like the film Hocus Pocus present the Sanderson sisters as a blend of the classic tropes—complete with spell books and a thirst for youth—but with a comedic and less terrifying demeanor, showcasing the adaptability and enduring fascination with this iconic character type.

The word "haggard" in the second paragraph contains a specific vowel sound. Which of the following words from the text contains the same vowel sound as the first syllable of "haggard"?
 

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Questão presente nas seguintes provas
3963877 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: Avança SP
Orgão: Pref. Laranjal Paulista-SP

Read the text to answer the question. 



The archetype of the classic witch is a cornerstone of global folklore and fiction, often depicted as a formidable and sinister antagonist. These figures are deeply embedded in collective storytelling, usually characterized by their malevolent intentions towards protagonists, especially innocent children or virtuous heroes. Their narrative role is fundamentally to embody the forces of darkness, chaos, or forbidden knowledge, creating a clear moral contrast and a formidable obstacle for the main characters to overcome. From European fairy tales to modern pop culture, the classic witch serves as a powerful symbol of fear and the supernatural.


Physically, the traditional witch is frequently described as an old, haggard woman with exaggeratedly ugly features, which visually symbolizes her inner corruption and alienation from societal norms. Common traits include a long, hooked nose, warts, disheveled gray hair, and crooked fingers. She is typically clothed in dark, ragged robes and a pointed, wide-brimmed hat, an image popularized and solidified by Western media. This distinct and fearsome appearance is designed to evoke immediate unease and signal her dangerous nature to the audience.


The classic witch's power is intrinsically linked to specific magical tools and practices. The bubbling cauldron is her quintessential instrument, used for brewing potent potions, casting spells, and concocting mysterious elixirs. Her magic often involves ancient books ofspells, enchanted mirrors that show more than mere reflections, and the command over supernatural familiars like black cats, crows, or toads. These elements are not just props; they are extensions of her will and the sources of her power, which she uses to curse, transform, or deceive those who cross her path.


This archetype finds vivid expression in some of the most famous villains of literature and film. The Wicked Witch of the West from The Wizard of Oz menaces Dorothy with her command over flying monkeys and her thirst for revenge. The Evil Queen from Snow White, obsessed with being the "fairest of them all," uses a poisoned apple in her deadly scheme. Similarly, Maleficent from Sleeping Beauty is a figure of pure vengeance, cursing an infant princess to a sleep-like death. Beyond Anglo-American tales, other cultures have their own versions, such as Brazil's Cuca, a child-eating alligator-witch from Sítio do Picapau Amarelo.


However, the portrayal of the witch is not monolithic and has evolved to include more nuanced or comedic figures. In the Mexican sitcom El Chavo del Ocho, Doña Clotilde, nicknamed "La Bruja del 71," is a neighborhood eccentric whose witch persona is more a source of gossip and lighthearted fear than genuine evil. Furthermore, modern narratives like the film Hocus Pocus present the Sanderson sisters as a blend of the classic tropes—complete with spell books and a thirst for youth—but with a comedic and less terrifying demeanor, showcasing the adaptability and enduring fascination with this iconic character type.

According to the text, the archetype of the classic witch in global folklore serves a specific narrative function. Which of the following best describes this role?
 

Provas

Questão presente nas seguintes provas
3963876 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: Avança SP
Orgão: Pref. Laranjal Paulista-SP

Read the text to answer the question. 



The archetype of the classic witch is a cornerstone of global folklore and fiction, often depicted as a formidable and sinister antagonist. These figures are deeply embedded in collective storytelling, usually characterized by their malevolent intentions towards protagonists, especially innocent children or virtuous heroes. Their narrative role is fundamentally to embody the forces of darkness, chaos, or forbidden knowledge, creating a clear moral contrast and a formidable obstacle for the main characters to overcome. From European fairy tales to modern pop culture, the classic witch serves as a powerful symbol of fear and the supernatural.


Physically, the traditional witch is frequently described as an old, haggard woman with exaggeratedly ugly features, which visually symbolizes her inner corruption and alienation from societal norms. Common traits include a long, hooked nose, warts, disheveled gray hair, and crooked fingers. She is typically clothed in dark, ragged robes and a pointed, wide-brimmed hat, an image popularized and solidified by Western media. This distinct and fearsome appearance is designed to evoke immediate unease and signal her dangerous nature to the audience.


The classic witch's power is intrinsically linked to specific magical tools and practices. The bubbling cauldron is her quintessential instrument, used for brewing potent potions, casting spells, and concocting mysterious elixirs. Her magic often involves ancient books ofspells, enchanted mirrors that show more than mere reflections, and the command over supernatural familiars like black cats, crows, or toads. These elements are not just props; they are extensions of her will and the sources of her power, which she uses to curse, transform, or deceive those who cross her path.


This archetype finds vivid expression in some of the most famous villains of literature and film. The Wicked Witch of the West from The Wizard of Oz menaces Dorothy with her command over flying monkeys and her thirst for revenge. The Evil Queen from Snow White, obsessed with being the "fairest of them all," uses a poisoned apple in her deadly scheme. Similarly, Maleficent from Sleeping Beauty is a figure of pure vengeance, cursing an infant princess to a sleep-like death. Beyond Anglo-American tales, other cultures have their own versions, such as Brazil's Cuca, a child-eating alligator-witch from Sítio do Picapau Amarelo.


However, the portrayal of the witch is not monolithic and has evolved to include more nuanced or comedic figures. In the Mexican sitcom El Chavo del Ocho, Doña Clotilde, nicknamed "La Bruja del 71," is a neighborhood eccentric whose witch persona is more a source of gossip and lighthearted fear than genuine evil. Furthermore, modern narratives like the film Hocus Pocus present the Sanderson sisters as a blend of the classic tropes—complete with spell books and a thirst for youth—but with a comedic and less terrifying demeanor, showcasing the adaptability and enduring fascination with this iconic character type.

Considering the sentence from the text: "The archetype of the classic witch is a cornerstone of global folklore and fiction." What is the syntactic function of the phrase "of global folklore and fiction"?
 

Provas

Questão presente nas seguintes provas
3963874 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: Avança SP
Orgão: Pref. Laranjal Paulista-SP

Read the text to answer the question. 



The archetype of the classic witch is a cornerstone of global folklore and fiction, often depicted as a formidable and sinister antagonist. These figures are deeply embedded in collective storytelling, usually characterized by their malevolent intentions towards protagonists, especially innocent children or virtuous heroes. Their narrative role is fundamentally to embody the forces of darkness, chaos, or forbidden knowledge, creating a clear moral contrast and a formidable obstacle for the main characters to overcome. From European fairy tales to modern pop culture, the classic witch serves as a powerful symbol of fear and the supernatural.


Physically, the traditional witch is frequently described as an old, haggard woman with exaggeratedly ugly features, which visually symbolizes her inner corruption and alienation from societal norms. Common traits include a long, hooked nose, warts, disheveled gray hair, and crooked fingers. She is typically clothed in dark, ragged robes and a pointed, wide-brimmed hat, an image popularized and solidified by Western media. This distinct and fearsome appearance is designed to evoke immediate unease and signal her dangerous nature to the audience.


The classic witch's power is intrinsically linked to specific magical tools and practices. The bubbling cauldron is her quintessential instrument, used for brewing potent potions, casting spells, and concocting mysterious elixirs. Her magic often involves ancient books ofspells, enchanted mirrors that show more than mere reflections, and the command over supernatural familiars like black cats, crows, or toads. These elements are not just props; they are extensions of her will and the sources of her power, which she uses to curse, transform, or deceive those who cross her path.


This archetype finds vivid expression in some of the most famous villains of literature and film. The Wicked Witch of the West from The Wizard of Oz menaces Dorothy with her command over flying monkeys and her thirst for revenge. The Evil Queen from Snow White, obsessed with being the "fairest of them all," uses a poisoned apple in her deadly scheme. Similarly, Maleficent from Sleeping Beauty is a figure of pure vengeance, cursing an infant princess to a sleep-like death. Beyond Anglo-American tales, other cultures have their own versions, such as Brazil's Cuca, a child-eating alligator-witch from Sítio do Picapau Amarelo.


However, the portrayal of the witch is not monolithic and has evolved to include more nuanced or comedic figures. In the Mexican sitcom El Chavo del Ocho, Doña Clotilde, nicknamed "La Bruja del 71," is a neighborhood eccentric whose witch persona is more a source of gossip and lighthearted fear than genuine evil. Furthermore, modern narratives like the film Hocus Pocus present the Sanderson sisters as a blend of the classic tropes—complete with spell books and a thirst for youth—but with a comedic and less terrifying demeanor, showcasing the adaptability and enduring fascination with this iconic character type.

Considering the last paragraph, what is the most accurate critical inference about the evolution of the witch figure in modern narratives?
 

Provas

Questão presente nas seguintes provas
3963873 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: Avança SP
Orgão: Pref. Laranjal Paulista-SP

Read the text to answer the question. 



The archetype of the classic witch is a cornerstone of global folklore and fiction, often depicted as a formidable and sinister antagonist. These figures are deeply embedded in collective storytelling, usually characterized by their malevolent intentions towards protagonists, especially innocent children or virtuous heroes. Their narrative role is fundamentally to embody the forces of darkness, chaos, or forbidden knowledge, creating a clear moral contrast and a formidable obstacle for the main characters to overcome. From European fairy tales to modern pop culture, the classic witch serves as a powerful symbol of fear and the supernatural.


Physically, the traditional witch is frequently described as an old, haggard woman with exaggeratedly ugly features, which visually symbolizes her inner corruption and alienation from societal norms. Common traits include a long, hooked nose, warts, disheveled gray hair, and crooked fingers. She is typically clothed in dark, ragged robes and a pointed, wide-brimmed hat, an image popularized and solidified by Western media. This distinct and fearsome appearance is designed to evoke immediate unease and signal her dangerous nature to the audience.


The classic witch's power is intrinsically linked to specific magical tools and practices. The bubbling cauldron is her quintessential instrument, used for brewing potent potions, casting spells, and concocting mysterious elixirs. Her magic often involves ancient books ofspells, enchanted mirrors that show more than mere reflections, and the command over supernatural familiars like black cats, crows, or toads. These elements are not just props; they are extensions of her will and the sources of her power, which she uses to curse, transform, or deceive those who cross her path.


This archetype finds vivid expression in some of the most famous villains of literature and film. The Wicked Witch of the West from The Wizard of Oz menaces Dorothy with her command over flying monkeys and her thirst for revenge. The Evil Queen from Snow White, obsessed with being the "fairest of them all," uses a poisoned apple in her deadly scheme. Similarly, Maleficent from Sleeping Beauty is a figure of pure vengeance, cursing an infant princess to a sleep-like death. Beyond Anglo-American tales, other cultures have their own versions, such as Brazil's Cuca, a child-eating alligator-witch from Sítio do Picapau Amarelo.


However, the portrayal of the witch is not monolithic and has evolved to include more nuanced or comedic figures. In the Mexican sitcom El Chavo del Ocho, Doña Clotilde, nicknamed "La Bruja del 71," is a neighborhood eccentric whose witch persona is more a source of gossip and lighthearted fear than genuine evil. Furthermore, modern narratives like the film Hocus Pocus present the Sanderson sisters as a blend of the classic tropes—complete with spell books and a thirst for youth—but with a comedic and less terrifying demeanor, showcasing the adaptability and enduring fascination with this iconic character type.

According to the text, the classic witch, as an archetype in stories, primarily functions as:
 

Provas

Questão presente nas seguintes provas
3963872 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: Avança SP
Orgão: Pref. Laranjal Paulista-SP

Read the text to answer the question. 



The archetype of the classic witch is a cornerstone of global folklore and fiction, often depicted as a formidable and sinister antagonist. These figures are deeply embedded in collective storytelling, usually characterized by their malevolent intentions towards protagonists, especially innocent children or virtuous heroes. Their narrative role is fundamentally to embody the forces of darkness, chaos, or forbidden knowledge, creating a clear moral contrast and a formidable obstacle for the main characters to overcome. From European fairy tales to modern pop culture, the classic witch serves as a powerful symbol of fear and the supernatural.


Physically, the traditional witch is frequently described as an old, haggard woman with exaggeratedly ugly features, which visually symbolizes her inner corruption and alienation from societal norms. Common traits include a long, hooked nose, warts, disheveled gray hair, and crooked fingers. She is typically clothed in dark, ragged robes and a pointed, wide-brimmed hat, an image popularized and solidified by Western media. This distinct and fearsome appearance is designed to evoke immediate unease and signal her dangerous nature to the audience.


The classic witch's power is intrinsically linked to specific magical tools and practices. The bubbling cauldron is her quintessential instrument, used for brewing potent potions, casting spells, and concocting mysterious elixirs. Her magic often involves ancient books ofspells, enchanted mirrors that show more than mere reflections, and the command over supernatural familiars like black cats, crows, or toads. These elements are not just props; they are extensions of her will and the sources of her power, which she uses to curse, transform, or deceive those who cross her path.


This archetype finds vivid expression in some of the most famous villains of literature and film. The Wicked Witch of the West from The Wizard of Oz menaces Dorothy with her command over flying monkeys and her thirst for revenge. The Evil Queen from Snow White, obsessed with being the "fairest of them all," uses a poisoned apple in her deadly scheme. Similarly, Maleficent from Sleeping Beauty is a figure of pure vengeance, cursing an infant princess to a sleep-like death. Beyond Anglo-American tales, other cultures have their own versions, such as Brazil's Cuca, a child-eating alligator-witch from Sítio do Picapau Amarelo.


However, the portrayal of the witch is not monolithic and has evolved to include more nuanced or comedic figures. In the Mexican sitcom El Chavo del Ocho, Doña Clotilde, nicknamed "La Bruja del 71," is a neighborhood eccentric whose witch persona is more a source of gossip and lighthearted fear than genuine evil. Furthermore, modern narratives like the film Hocus Pocus present the Sanderson sisters as a blend of the classic tropes—complete with spell books and a thirst for youth—but with a comedic and less terrifying demeanor, showcasing the adaptability and enduring fascination with this iconic character type.

The text is structured to guide the reader from a general definition of an archetype to specific examples and, finally, to a counterpoint regarding modern adaptations. Based on the reading of the last paragraph, specifically regarding the characters "Doña Clotilde" and the "Sanderson sisters," it is correct to infer that the author’s main argument concerning the evolution of the witch figure is that:
 

Provas

Questão presente nas seguintes provas
3963871 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: Avança SP
Orgão: Pref. Laranjal Paulista-SP

Read the text to answer the question. 



The archetype of the classic witch is a cornerstone of global folklore and fiction, often depicted as a formidable and sinister antagonist. These figures are deeply embedded in collective storytelling, usually characterized by their malevolent intentions towards protagonists, especially innocent children or virtuous heroes. Their narrative role is fundamentally to embody the forces of darkness, chaos, or forbidden knowledge, creating a clear moral contrast and a formidable obstacle for the main characters to overcome. From European fairy tales to modern pop culture, the classic witch serves as a powerful symbol of fear and the supernatural.


Physically, the traditional witch is frequently described as an old, haggard woman with exaggeratedly ugly features, which visually symbolizes her inner corruption and alienation from societal norms. Common traits include a long, hooked nose, warts, disheveled gray hair, and crooked fingers. She is typically clothed in dark, ragged robes and a pointed, wide-brimmed hat, an image popularized and solidified by Western media. This distinct and fearsome appearance is designed to evoke immediate unease and signal her dangerous nature to the audience.


The classic witch's power is intrinsically linked to specific magical tools and practices. The bubbling cauldron is her quintessential instrument, used for brewing potent potions, casting spells, and concocting mysterious elixirs. Her magic often involves ancient books ofspells, enchanted mirrors that show more than mere reflections, and the command over supernatural familiars like black cats, crows, or toads. These elements are not just props; they are extensions of her will and the sources of her power, which she uses to curse, transform, or deceive those who cross her path.


This archetype finds vivid expression in some of the most famous villains of literature and film. The Wicked Witch of the West from The Wizard of Oz menaces Dorothy with her command over flying monkeys and her thirst for revenge. The Evil Queen from Snow White, obsessed with being the "fairest of them all," uses a poisoned apple in her deadly scheme. Similarly, Maleficent from Sleeping Beauty is a figure of pure vengeance, cursing an infant princess to a sleep-like death. Beyond Anglo-American tales, other cultures have their own versions, such as Brazil's Cuca, a child-eating alligator-witch from Sítio do Picapau Amarelo.


However, the portrayal of the witch is not monolithic and has evolved to include more nuanced or comedic figures. In the Mexican sitcom El Chavo del Ocho, Doña Clotilde, nicknamed "La Bruja del 71," is a neighborhood eccentric whose witch persona is more a source of gossip and lighthearted fear than genuine evil. Furthermore, modern narratives like the film Hocus Pocus present the Sanderson sisters as a blend of the classic tropes—complete with spell books and a thirst for youth—but with a comedic and less terrifying demeanor, showcasing the adaptability and enduring fascination with this iconic character type.

In the third paragraph, the author employs specific lexical choices to establish the relationship between the witch and her tools. When describing the bubbling cauldron as the witch's "quintessential instrument," the author uses this adjective to discursively emphasize that the cauldron is:
 

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Questão presente nas seguintes provas
3962366 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: Ápice
Orgão: Pref. Riachão Bacamarte-PB
Provas:
In which sentence is the pronoun reference ambiguous?
 

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Questão presente nas seguintes provas
3962365 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: Ápice
Orgão: Pref. Riachão Bacamarte-PB
Provas:
“During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.
From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching(ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue (see MOITA LOPES, 1996). This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary, great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria AntonietaCelani among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers, individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUC-SP) became a national center for foreign language teacher education, through the development of a Brazilian ESP project focusing on reading (CELANI, 2005). In Rio de Janeiro, a discussion conducted by the city educational authorities and the teachers in public schools (concerning the contents and methodology of each school discipline), during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading for foreign language teaching reflected the will of most teachers who participated in the discussion. [...]
(Adapted from: https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?lang=e n)
The connector “On the contrary” in the third paragraph establishes with the previous paragraph a relation of:
 

Provas

Questão presente nas seguintes provas
3962364 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: Ápice
Orgão: Pref. Riachão Bacamarte-PB
Provas:
“During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.
From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching(ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue (see MOITA LOPES, 1996). This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.
It is important at this point to clarify a few things about the emergence of this educational policy. First of all, it was not formulated apart from the community of teachers and researchers and then imposed upon them. On the contrary, great names in Brazilian Applied Linguistics, such as Luiz Paulo da Moita Lopes and Maria AntonietaCelani among others, were involved in the formulation of the Parameters. Even more important than that, a lot of teachers, individually or collectively, with or without supervision, were already trying the focus on reading as an alternative to the failure of previous practices before the Parameters were elaborated. Two well-known examples are those from Rio de Janeiro and São Paulo during the late 1980s and early 1990s. In São Paulo, The Catholic University (PUC-SP) became a national center for foreign language teacher education, through the development of a Brazilian ESP project focusing on reading (CELANI, 2005). In Rio de Janeiro, a discussion conducted by the city educational authorities and the teachers in public schools (concerning the contents and methodology of each school discipline), during the administrations of Saturnino Braga and Marcelo Alencar, led to the proposition that the focus on reading for foreign language teaching reflected the will of most teachers who participated in the discussion. [...]
(Adapted from: https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?lang=e n)
In the sentence “the failure of the methodology in this context would soon become evident”, the word evident most nearly means:
 

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Questão presente nas seguintes provas