UFMS 2018 Você está resolvendo provas.
Questão 1UFMS 2018
Read the text below.
Efforts grow to help students evaluate what they see online
BY RYAN J. FOLEY
DECEMBER 30, 2017 05:30 PM
UPDATED DECEMBER 30, 2017 09:25 PM
IOWA CITY, IOWA - Alarmed by the proliferation of false content online, state lawmakers around the country are pushing schools to put more emphasis on teaching students how to tell fact from fiction.
Lawmakers in sverak states gave introduced or passed bills calling on public schol systems to do more to teach media literacy skills that they say are critical to democracy. The effort has been bipartisan but has received little attentiondespite successful legislation in Washington state, Connecticut, Rhode Island and New Mexico.
Several more states are expected to consider such bills in the coming year, including Arizona, New York and Hawaii.
Available at: http://www.thenewstribune.com/latest-news/article192287799.html>. Adapted.
Taking the news into account, consider the following statements.
I - Jennifer Rocca, a high school librarian in Brookfield, Connecticut, was among several supporters who urged lawmakers to pass the legislation.
II - Jennifer Rocca’s digital literacy course, a requirement for freshmen, challenges students to evaluate the credibility of online sources so they can spot falsehoods and biased information. She requires students to cite their sources when conducting research and explain why each would have the authority to be credible.
III - The Lawmakers have pushed schools to incorporate media literacy — including the ability to evaluate and analyze sources of information.
IV - Studies show many children spend hours every day online but struggle to comprehend the content that comes at them.
It is correct what is stated on:
Questão 2UFMS 2018
Leia o texto a seguir.
"¿Están hartos de Tinder, de Happn, de Badoo? ¿Quieren conocer gente como ustedes para iniciar vínculos duraderos, profundos, bellos? Vengan a #Dante2018. Hablaremos de demonología, torturas infernales, medioevo, angeología, numerología, epicureismo”. El pasado 27 de diciembre, el docente y ensayista argentino Pablo Maurette tentó a la comunidad online con este tuit. El reto, a partir de 1 de enero, era leer juntos La Divina Comedia, de Dante Alighieri. Los 100 cantos en 100 días. Pero no esperaba una compañía tan numerosa. En el cuarto día, más de 2.000 personas que descenderán ‘al mundo sin luz’ y mañana conocerán en el infierno a Francesca y Paolo, unidos en un abrazo perenne como el que los arrastró al pecado y la muerte.
El País, disponível em https://elpais.com/cultura/2018/01/04/actualidad/1515087815_667766.html
A notícia veiculada no jornal argentino El País nos informa que:
Questão 3UFMS 2018
Read the text below.
It is important to emphasize that it isn’t a question of changing an ethnocentric focus wellmarked from European root by an African, but rather of broadening the focus on the school curricula to the Brazilian cultural, racial, social, and economic diversity. For this, it is necessary to be sure that Art. 26-A added to Law n. 9.394/ 1996 provokes much more than an inclusion of new contents, it requires rethinking about ethnic-racial, social, pedagogical relations, teaching procedures, conditions offered for learning, tacit and explicit goals of the education offered by schools (BRASIL, 2014).
The multiculturalism in art teaching implies a broad conception of art, capable of encompassing multiple and differentiated artistic manifestations, and the same is placed on a specific field of musical education. A broad conception of music is, on the one hand, a necessary condition for that musical education can respond to the multicultural perspective. On the other hand, the conception of multiculturality contributes to the expansion of the conception of music that guides our educational position. In its origins, the multicultural movement is basically linked to ethnic issues, but little by little it "gives space to other aspects of cultural domination"
(GONÇALVES; SILVA, 2000, p. 28). PENNA, Maura. Poéticas musicais e práticas sociais: reflexões sobre a educação musical diante da diversidade. Revista da ABEM, Porto Alegre, V. 13, 7-16, set. 2005. Adaptado. Versão nossa.
Considering the presented text, evaluate the following statements and the relation proposed between them.
I - The multiculturalist posture must embrace the diversity of artistic and musical productions, linked to different social groups that produce or adopt certain musical poetics such as theirs, whether these groups are marked by particularities of class, region or generation, for example. As a consequence of this position, the references to pedagogical practices in music education can’t be restricted to classical music, which is rooted in European culture. It is essential to embrace the diversity of musical manifestations, including the popular ones and those of the media.
II - The music, as well, in the play of its configurations, presents modes of engenderment that are typical from the poetic function of language, namely projections of similarity, in their most diverse possibilities of updating, on the axis of contiguity. [...] Poetry and music are constructions of forms, games of structuring, echoes and reverberations, progressions and retrogradations, overlaps, inversions, in short, poets and musicians are visual designers of the language
(SANTAELLA, 2002, p. 46-47, versão nossa).
Regarding these statements, mark the correct alternative:
Questão 4UFMS 2018
Leia o texto a seguir.
Bonito - Jarabe de Palo
“ (...) El teléfono suena, mi pana se queja /La cosa va mal, la vida le pesa /Que vivir así ya no le interesa /Que seguir así no vale la pena /Se perdió el amor, se acabó la fiesta /Ya no anda el motor que empuja la tierra /La vida es un chiste con triste final /El futuro no existe pero yo le digo /Bonito todo me parece bonito /Bonita la paz, bonita la vida /Bonito volver a nacer cada día /Bonita la verdad cuando no suena a mentira /Bonita la amistad, bonita la risa /Bonita la gente cuando hay calidad / Bonita la gente que no se arrepiente /Que gana y que pierde, que habla y no miente /Bonita la gente por eso yo digo /Bonito, todo me parece bonito /Qué bonito que te va cuando te va bonito /Qué bonito que te va (...)”
Disponível em https://www.letras.com/jarabe-de-palo/131000/
Na frase retirada da música Bonito, da banda espanhola Jarabe de Palo, “Qué bonito que te va cuando te va bonito”, pode-se apreender que:
Questão 5UFMS 2018
Leia o texto a seguir.
Fiesta en el vacío
Como el viento sin alas encerrado en mis ojos
es la llamada de la muerte.
Sólo un ángel me enlazará al sol.
Dónde el ángel,
dónde su palabra.
Oh perforar con vino la suave necesidad de ser.
Pizarnik, Alejandra.Disponível em https://www.poeticas.com.ar/poemarios/alejandra-pizarnik-poemas/
No poema Fiesta en el vacío, da poeta argentina Alejandra Pizarnik, o adverbio dónde, na frase “donde el ángel/ dónde su palabra”, está acentuado porque:
Questão 6UFMS 2018
Read the text below.
Over the 19th century, since the rupture of the colonial statute and the beginning of the construction of the national state in Brazil, put the need of developing a literary historiography, able not only to justify the existence of a Brazilian literature, how to think and point out their characters and specificities. From Ferdinand Denis to Ferdinand Wolf, from Gonçalves Magalhães to Joaquim Norberto, passing by Santiago Nunes Ribeiro and Francisco Adolfo de Varnhagen with the collaboration of many other, a historical-literary tradition was conceived with an important ideological role in the national construction. Collective construct, this operation involved many intellectuals and a decisive action of the state for a few decades.
This critical collection was re-elaborated in the last decades of the 19th century and in the beginning of the 20th century, by several other intellectuals, in their studies about the history of Brazilian literature, among them, Sílvio Romero, Araripe Júnior and José Veríssimo. Absorbing conceptions of the positivism, the naturalism and the evolutionism - especially by Auguste Comte, Herbert Spencer and Hippolyte Taine -, their formulations are impregnated with notions of race, language and culture. Notwithstanding the determinism of analysis and elaboration, these Brazilian authors become a basic or even paradigmatic reference for literary histories, until at least, the middle of the twentieth century.
It was only in the fifties of that century, that these references were to be reworked and surpassed by Antonio Candido, in the book Formation of Brazilian Literature, in 1959. In this study, the author, starting from the previous historical-critical heritage and incorporating many of its elements, rethought the chronological and cultural frame of the emergence of literature in Brazil, that is, its decisive moments – 18th century (Arcadism) and XIX (Romanticism) - together with the establishment of a literary system.
Fifty years after the publication of the important study by Antonio Candido, it is opportune and necessary to rediscuss and redefine the historical limits of the creation or formation of the national or Brazilian literature, through a various reading about the process of the State and nation organization in Brazil.
LEONEL, M. C.; SEGATTO, J. A. Organização do Estado e formação da literatura – Fev. 2009. Disponível em: <http://www.acessa.com/gramsci/?page=visualizar&id=1042>. Adaptado. Versão nossa.
Choose the alternative that represents the correct time-frame from the Brazilian Literary Schools.
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