Magna Concursos

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3444549 Ano: 2024
Disciplina: Inglês (Língua Inglesa)
Banca: CESPE / CEBRASPE
Orgão: TC-DF

When a person (or team or firm or government) decides how to act in dealings with other people (or teams or firms or governments), there must be some cross-effect of their actions; what one does must affect the outcome for the other. For the interaction to become a strategic game, however, we need the participants’ mutual awareness of this cross-effect. What the other person does affects you; if you know this, you can react to his actions, or take advance actions to forestall the bad effects his future actions may have on you and to facilitate any good effects, or even take advance actions so as to alter his future reactions to your advantage. If you know that the other person knows that what you do affects him, you know that he will be taking similar actions. And so on. It is this mutual awareness of the cross-effects of actions and the actions taken as a result of this awareness that constitute the most interesting aspects of strategy.

When each participant is significant in the interaction, either because each is a large player to start with or because commitments or private information narrow the scope of the relationship to a point where each is an important player within the relationship, we must think of the interaction as a strategic game. Such situations are the rule rather than the exception in business, in politics, and even in social interactions. Therefore, the study of strategic games forms an important part of all fields that analyze these matters.

Avinash Dixit et al. Games of strategy. New York: W.W. Norton & Coadapted, 2015 (adapted).

Considering to the preceding text, judge the items that follow.

The words “forestall” and “facilitate” (third sentence of the text) work as antonyms and are being used to convey opposite reactions.

 

Provas

Questão presente nas seguintes provas
3444548 Ano: 2024
Disciplina: Inglês (Língua Inglesa)
Banca: CESPE / CEBRASPE
Orgão: TC-DF

The philosopher Jeremy Bentham was regarded as the founder of utilitarianism and a leading advocate of the separation of church and state, freedom of expression, and individual legal rights. Furthermore, the “panopticon” is a type of institutional building that has long dominated Bentham’s legacy. As a work of architecture, the panopticon allows a watchman in a central tower to observe occupants of surrounding cells without the occupants knowing whether or not they are being watched. As a metaphor, the panopticon was commandeered in the latter half of the 20th century as a way to trace the surveillance tendencies of disciplinarian societies. Is it still a useful way to think about surveillance today?

The French philosopher Michel Foucault used the idea of the panopticon as a way to illustrate the proclivity of disciplinary societies to subjugate its citizens. He describes the prisoner of a panopticon as being at the receiving end of asymmetrical surveillance: “He is seen, but he does not see.” As a consequence, the inmate polices himself for fear of punishment.

The parallels between the panopticon and surveillance cameras may be obvious, but what happens when you step into the world of digital surveillance and data capture? Unlike the panopticon, citizens don’t know they are being watched. Jake Goldenfein, from the University of Melbourne, tells me it’s important to remember the corrective purposes of Bentham’s panopticon when considering it as a metaphor for modern surveillance. “The relevance of the panopticon as a metaphor begins to wither when we start thinking about whether contemporary types of visuality are analogous to the central tower concept. For example, whether this type of visuality is as asymmetrical, and being co-opted for the same political exercise.” In the panopticon the occupants are constantly aware of the threat of being watched — this is the whole point — but state surveillance on the Internet is invisible; there is no looming tower, no dead-eye lens staring at you every time you enter a URL. There may not be a central tower, but there will be communicating sensors in our most intimate objects.

Internet: <theguardian.com> (adapted).

Based on the previous text, judge the following items

According to the text, Jeremy Bentham prominently protested against the dissociation of religion from state institutions.

 

Provas

Questão presente nas seguintes provas
3444547 Ano: 2024
Disciplina: Inglês (Língua Inglesa)
Banca: CESPE / CEBRASPE
Orgão: TC-DF

The philosopher Jeremy Bentham was regarded as the founder of utilitarianism and a leading advocate of the separation of church and state, freedom of expression, and individual legal rights. Furthermore, the “panopticon” is a type of institutional building that has long dominated Bentham’s legacy. As a work of architecture, the panopticon allows a watchman in a central tower to observe occupants of surrounding cells without the occupants knowing whether or not they are being watched. As a metaphor, the panopticon was commandeered in the latter half of the 20th century as a way to trace the surveillance tendencies of disciplinarian societies. Is it still a useful way to think about surveillance today?

The French philosopher Michel Foucault used the idea of the panopticon as a way to illustrate the proclivity of disciplinary societies to subjugate its citizens. He describes the prisoner of a panopticon as being at the receiving end of asymmetrical surveillance: “He is seen, but he does not see.” As a consequence, the inmate polices himself for fear of punishment.

The parallels between the panopticon and surveillance cameras may be obvious, but what happens when you step into the world of digital surveillance and data capture? Unlike the panopticon, citizens don’t know they are being watched. Jake Goldenfein, from the University of Melbourne, tells me it’s important to remember the corrective purposes of Bentham’s panopticon when considering it as a metaphor for modern surveillance. “The relevance of the panopticon as a metaphor begins to wither when we start thinking about whether contemporary types of visuality are analogous to the central tower concept. For example, whether this type of visuality is as asymmetrical, and being co-opted for the same political exercise.” In the panopticon the occupants are constantly aware of the threat of being watched — this is the whole point — but state surveillance on the Internet is invisible; there is no looming tower, no dead-eye lens staring at you every time you enter a URL. There may not be a central tower, but there will be communicating sensors in our most intimate objects.

Internet: <theguardian.com> (adapted).

Based on the previous text, judge the following items

According to the researcher Jake Goldenfein, the fact that nowadays people know they are being watched by cameras is the aspect that lessens the panopticon effectiveness as a metaphor for contemporary surveillance.

 

Provas

Questão presente nas seguintes provas
3444546 Ano: 2024
Disciplina: Inglês (Língua Inglesa)
Banca: CESPE / CEBRASPE
Orgão: TC-DF

The philosopher Jeremy Bentham was regarded as the founder of utilitarianism and a leading advocate of the separation of church and state, freedom of expression, and individual legal rights. Furthermore, the “panopticon” is a type of institutional building that has long dominated Bentham’s legacy. As a work of architecture, the panopticon allows a watchman in a central tower to observe occupants of surrounding cells without the occupants knowing whether or not they are being watched. As a metaphor, the panopticon was commandeered in the latter half of the 20th century as a way to trace the surveillance tendencies of disciplinarian societies. Is it still a useful way to think about surveillance today?

The French philosopher Michel Foucault used the idea of the panopticon as a way to illustrate the proclivity of disciplinary societies to subjugate its citizens. He describes the prisoner of a panopticon as being at the receiving end of asymmetrical surveillance: “He is seen, but he does not see.” As a consequence, the inmate polices himself for fear of punishment.

The parallels between the panopticon and surveillance cameras may be obvious, but what happens when you step into the world of digital surveillance and data capture? Unlike the panopticon, citizens don’t know they are being watched. Jake Goldenfein, from the University of Melbourne, tells me it’s important to remember the corrective purposes of Bentham’s panopticon when considering it as a metaphor for modern surveillance. “The relevance of the panopticon as a metaphor begins to wither when we start thinking about whether contemporary types of visuality are analogous to the central tower concept. For example, whether this type of visuality is as asymmetrical, and being co-opted for the same political exercise.” In the panopticon the occupants are constantly aware of the threat of being watched — this is the whole point — but state surveillance on the Internet is invisible; there is no looming tower, no dead-eye lens staring at you every time you enter a URL. There may not be a central tower, but there will be communicating sensors in our most intimate objects.

Internet: <theguardian.com> (adapted).

Based on the previous text, judge the following items

The text informs that the prisoners of a panopticon know they are under surveillance, but they do not know the exact moments they are being watched.

 

Provas

Questão presente nas seguintes provas
3444545 Ano: 2024
Disciplina: Inglês (Língua Inglesa)
Banca: CESPE / CEBRASPE
Orgão: TC-DF

The philosopher Jeremy Bentham was regarded as the founder of utilitarianism and a leading advocate of the separation of church and state, freedom of expression, and individual legal rights. Furthermore, the “panopticon” is a type of institutional building that has long dominated Bentham’s legacy. As a work of architecture, the panopticon allows a watchman in a central tower to observe occupants of surrounding cells without the occupants knowing whether or not they are being watched. As a metaphor, the panopticon was commandeered in the latter half of the 20th century as a way to trace the surveillance tendencies of disciplinarian societies. Is it still a useful way to think about surveillance today?

The French philosopher Michel Foucault used the idea of the panopticon as a way to illustrate the proclivity of disciplinary societies to subjugate its citizens. He describes the prisoner of a panopticon as being at the receiving end of asymmetrical surveillance: “He is seen, but he does not see.” As a consequence, the inmate polices himself for fear of punishment.

The parallels between the panopticon and surveillance cameras may be obvious, but what happens when you step into the world of digital surveillance and data capture? Unlike the panopticon, citizens don’t know they are being watched. Jake Goldenfein, from the University of Melbourne, tells me it’s important to remember the corrective purposes of Bentham’s panopticon when considering it as a metaphor for modern surveillance. “The relevance of the panopticon as a metaphor begins to wither when we start thinking about whether contemporary types of visuality are analogous to the central tower concept. For example, whether this type of visuality is as asymmetrical, and being co-opted for the same political exercise.” In the panopticon the occupants are constantly aware of the threat of being watched — this is the whole point — but state surveillance on the Internet is invisible; there is no looming tower, no dead-eye lens staring at you every time you enter a URL. There may not be a central tower, but there will be communicating sensors in our most intimate objects.

Internet: <theguardian.com> (adapted).

Based on the previous text, judge the following items

Although conveying different notions and images, the word adopted could replace the word “commandeered” (fourth sentence of the first paragraph) without contradicting the main idea of the sentence in which it is used in the text.

 

Provas

Questão presente nas seguintes provas
3444544 Ano: 2024
Disciplina: Inglês (Língua Inglesa)
Banca: CESPE / CEBRASPE
Orgão: TC-DF

The philosopher Jeremy Bentham was regarded as the founder of utilitarianism and a leading advocate of the separation of church and state, freedom of expression, and individual legal rights. Furthermore, the “panopticon” is a type of institutional building that has long dominated Bentham’s legacy. As a work of architecture, the panopticon allows a watchman in a central tower to observe occupants of surrounding cells without the occupants knowing whether or not they are being watched. As a metaphor, the panopticon was commandeered in the latter half of the 20th century as a way to trace the surveillance tendencies of disciplinarian societies. Is it still a useful way to think about surveillance today?

The French philosopher Michel Foucault used the idea of the panopticon as a way to illustrate the proclivity of disciplinary societies to subjugate its citizens. He describes the prisoner of a panopticon as being at the receiving end of asymmetrical surveillance: “He is seen, but he does not see.” As a consequence, the inmate polices himself for fear of punishment.

The parallels between the panopticon and surveillance cameras may be obvious, but what happens when you step into the world of digital surveillance and data capture? Unlike the panopticon, citizens don’t know they are being watched. Jake Goldenfein, from the University of Melbourne, tells me it’s important to remember the corrective purposes of Bentham’s panopticon when considering it as a metaphor for modern surveillance. “The relevance of the panopticon as a metaphor begins to wither when we start thinking about whether contemporary types of visuality are analogous to the central tower concept. For example, whether this type of visuality is as asymmetrical, and being co-opted for the same political exercise.” In the panopticon the occupants are constantly aware of the threat of being watched — this is the whole point — but state surveillance on the Internet is invisible; there is no looming tower, no dead-eye lens staring at you every time you enter a URL. There may not be a central tower, but there will be communicating sensors in our most intimate objects.

Internet: <theguardian.com> (adapted).

Based on the previous text, judge the following items

It can be concluded from the text that, for Michel Foucault, the panopticon is a powerful illustration of the symmetrical relations that take part in organized societies.

 

Provas

Questão presente nas seguintes provas
3443422 Ano: 2024
Disciplina: Inglês (Língua Inglesa)
Banca: SELECON
Orgão: Pref. Cuiabá-MT
Provas:
TEXT:


For a national policy on English language teaching
Cíntia Toth Gonçalves
According to the survey Demandas de aprendizagem de Inglês no Brasil [Demand for English Learning in Brazil, British Council, 2013], only 5.1 per cent of the population aged 16 or more claim to have some knowledge of English. This claim, however, is more a question of perception and does not necessarily translate into actual knowledge of the language. Among the younger people, aged from 18 to 24 — who have completed or are about to complete their secondary education — the number claiming to speak English doubles, to 10.3 per cent.
Even so, this is a low percentage if we consider that most Brazilian students spend at least seven years studying English at school – more specifically, from the sixth grade of lower secondary education to the third grade of upper secondary education, for an average of two hours a week. There are also students who take English lessons at private language institutions or on courses offered before or after class by the public networks themselves.
If we want to disrupt this situation and offer quality English teaching for all as part of the basic curriculum, we have to understand what it is during their time at school that determines whether or not they learn the language properly. Thinking about the system, how is policy made and implemented for teaching English in state-run schools? What are the basic elements that a state education department needs for an English teaching programme?
Finding answers to these questions is essential if we want to understand how English language teaching functions in our country. We need to recognise the good practices existing in parts of Brazil and other countries that improve English teaching and learning and that can help formulate new and more comprehensive public policies, through more informed discussion.
We must also acknowledge the Base Nacional Comum Curricular (BNCC) [Common National Curricular Base] progress towards teaching the language as a social practice, rather than just as a list of grammatical content. This change in the approach to English language teaching can and must have a prominent role in the personal, academic and professional training of students, helping make them into global citizens.
One of the challenges of my work at the British Council is to design and develop projects, in partnership with Brazilian public managers at national and subnational level, for improvements in English teaching. Brazil is a vast and diverse country, and with 85 per cent of Brazilian students in public schools, this is where change must be made, particularly in the state education network, which bears most responsibility for teaching foreign languages and, as from 2020, for teaching English.
Available in: Public Policies for English Teaching - An Overview of Brazilian Public Network Experience - British Council - 2019
De acordo com a autora do texto, um dos desafios para realizar as mudanças necessárias para tornar o ensino de Inglês eficaz, dever ser implementado principalmente:
 

Provas

Questão presente nas seguintes provas
3443421 Ano: 2024
Disciplina: Inglês (Língua Inglesa)
Banca: SELECON
Orgão: Pref. Cuiabá-MT
Provas:
TEXT:


For a national policy on English language teaching
Cíntia Toth Gonçalves
According to the survey Demandas de aprendizagem de Inglês no Brasil [Demand for English Learning in Brazil, British Council, 2013], only 5.1 per cent of the population aged 16 or more claim to have some knowledge of English. This claim, however, is more a question of perception and does not necessarily translate into actual knowledge of the language. Among the younger people, aged from 18 to 24 — who have completed or are about to complete their secondary education — the number claiming to speak English doubles, to 10.3 per cent.
Even so, this is a low percentage if we consider that most Brazilian students spend at least seven years studying English at school – more specifically, from the sixth grade of lower secondary education to the third grade of upper secondary education, for an average of two hours a week. There are also students who take English lessons at private language institutions or on courses offered before or after class by the public networks themselves.
If we want to disrupt this situation and offer quality English teaching for all as part of the basic curriculum, we have to understand what it is during their time at school that determines whether or not they learn the language properly. Thinking about the system, how is policy made and implemented for teaching English in state-run schools? What are the basic elements that a state education department needs for an English teaching programme?
Finding answers to these questions is essential if we want to understand how English language teaching functions in our country. We need to recognise the good practices existing in parts of Brazil and other countries that improve English teaching and learning and that can help formulate new and more comprehensive public policies, through more informed discussion.
We must also acknowledge the Base Nacional Comum Curricular (BNCC) [Common National Curricular Base] progress towards teaching the language as a social practice, rather than just as a list of grammatical content. This change in the approach to English language teaching can and must have a prominent role in the personal, academic and professional training of students, helping make them into global citizens.
One of the challenges of my work at the British Council is to design and develop projects, in partnership with Brazilian public managers at national and subnational level, for improvements in English teaching. Brazil is a vast and diverse country, and with 85 per cent of Brazilian students in public schools, this is where change must be made, particularly in the state education network, which bears most responsibility for teaching foreign languages and, as from 2020, for teaching English.
Available in: Public Policies for English Teaching - An Overview of Brazilian Public Network Experience - British Council - 2019
No quinto parágrafo do texto, o termo “acknowledge” pode ser substituído, sem prejuízo de significado, por:
 

Provas

Questão presente nas seguintes provas
3443420 Ano: 2024
Disciplina: Inglês (Língua Inglesa)
Banca: SELECON
Orgão: Pref. Cuiabá-MT
Provas:
TEXT:


For a national policy on English language teaching
Cíntia Toth Gonçalves
According to the survey Demandas de aprendizagem de Inglês no Brasil [Demand for English Learning in Brazil, British Council, 2013], only 5.1 per cent of the population aged 16 or more claim to have some knowledge of English. This claim, however, is more a question of perception and does not necessarily translate into actual knowledge of the language. Among the younger people, aged from 18 to 24 — who have completed or are about to complete their secondary education — the number claiming to speak English doubles, to 10.3 per cent.
Even so, this is a low percentage if we consider that most Brazilian students spend at least seven years studying English at school – more specifically, from the sixth grade of lower secondary education to the third grade of upper secondary education, for an average of two hours a week. There are also students who take English lessons at private language institutions or on courses offered before or after class by the public networks themselves.
If we want to disrupt this situation and offer quality English teaching for all as part of the basic curriculum, we have to understand what it is during their time at school that determines whether or not they learn the language properly. Thinking about the system, how is policy made and implemented for teaching English in state-run schools? What are the basic elements that a state education department needs for an English teaching programme?
Finding answers to these questions is essential if we want to understand how English language teaching functions in our country. We need to recognise the good practices existing in parts of Brazil and other countries that improve English teaching and learning and that can help formulate new and more comprehensive public policies, through more informed discussion.
We must also acknowledge the Base Nacional Comum Curricular (BNCC) [Common National Curricular Base] progress towards teaching the language as a social practice, rather than just as a list of grammatical content. This change in the approach to English language teaching can and must have a prominent role in the personal, academic and professional training of students, helping make them into global citizens.
One of the challenges of my work at the British Council is to design and develop projects, in partnership with Brazilian public managers at national and subnational level, for improvements in English teaching. Brazil is a vast and diverse country, and with 85 per cent of Brazilian students in public schools, this is where change must be made, particularly in the state education network, which bears most responsibility for teaching foreign languages and, as from 2020, for teaching English.
Available in: Public Policies for English Teaching - An Overview of Brazilian Public Network Experience - British Council - 2019
No quarto parágrafo do texto, o termo “policies” pode ser definido como:
 

Provas

Questão presente nas seguintes provas
3443419 Ano: 2024
Disciplina: Inglês (Língua Inglesa)
Banca: SELECON
Orgão: Pref. Cuiabá-MT
Provas:
TEXT:


For a national policy on English language teaching
Cíntia Toth Gonçalves
According to the survey Demandas de aprendizagem de Inglês no Brasil [Demand for English Learning in Brazil, British Council, 2013], only 5.1 per cent of the population aged 16 or more claim to have some knowledge of English. This claim, however, is more a question of perception and does not necessarily translate into actual knowledge of the language. Among the younger people, aged from 18 to 24 — who have completed or are about to complete their secondary education — the number claiming to speak English doubles, to 10.3 per cent.
Even so, this is a low percentage if we consider that most Brazilian students spend at least seven years studying English at school – more specifically, from the sixth grade of lower secondary education to the third grade of upper secondary education, for an average of two hours a week. There are also students who take English lessons at private language institutions or on courses offered before or after class by the public networks themselves.
If we want to disrupt this situation and offer quality English teaching for all as part of the basic curriculum, we have to understand what it is during their time at school that determines whether or not they learn the language properly. Thinking about the system, how is policy made and implemented for teaching English in state-run schools? What are the basic elements that a state education department needs for an English teaching programme?
Finding answers to these questions is essential if we want to understand how English language teaching functions in our country. We need to recognise the good practices existing in parts of Brazil and other countries that improve English teaching and learning and that can help formulate new and more comprehensive public policies, through more informed discussion.
We must also acknowledge the Base Nacional Comum Curricular (BNCC) [Common National Curricular Base] progress towards teaching the language as a social practice, rather than just as a list of grammatical content. This change in the approach to English language teaching can and must have a prominent role in the personal, academic and professional training of students, helping make them into global citizens.
One of the challenges of my work at the British Council is to design and develop projects, in partnership with Brazilian public managers at national and subnational level, for improvements in English teaching. Brazil is a vast and diverse country, and with 85 per cent of Brazilian students in public schools, this is where change must be made, particularly in the state education network, which bears most responsibility for teaching foreign languages and, as from 2020, for teaching English.
Available in: Public Policies for English Teaching - An Overview of Brazilian Public Network Experience - British Council - 2019
No trecho “If we want to disrupt this situation and offer quality English teaching for all as part of the basic curriculum, we have to understand what it is during their time at school that determines whether or not they learn the language properly”, o termo em destaque classifica-se como:
 

Provas

Questão presente nas seguintes provas