Questões de Inglês do ENEM

(Audrey B. Champagne.)

    Science education in the United States of America is in the midst of an unprecedented reform movement-unprecedented because the movement is driven by national standards developed with support from the federal government. The standards for science education are redefining the character of science education from kindergarten to the postgraduate education of scientists and science teachers. Unlike the education in most countries of the world, education of students in kindergarten through grade twelve in the United States is not the responsibility of the federal government but is controlled by the individual states. States have the right to regulate all elements of the curriculum-the content all students are expected to learn, the structural organization of programs across all grades, the structural organization of the yearly curriculum in each subject, teaching methods, and textbooks. Historically, and even now, the states jealously guard all their rights and resist efforts by the federal government to exercise control over matters that are the responsibility of the states. The federal government's involvement in education has been to identify matters of national priority and to provide funds and other resources to the states to meet the national priorities. So, for instance, in the late 1960s and early 1970s, when the United States felt that its perceived preeminence in scientific research and its national safety were threatened, science education was identified as a national priority. The primary purpose of the federal government's initiatives was to encourage and upgrade the science education of young people who would become practicing scientists. This effort was not perceived by the states as an erosion of their rights because it was a response to a threat to the nation and was targeted on the science education of a relatively few students. The current situation is quite different.

    The federal government's underwriting of the development of national standards for education has the potential for shifting the control of the curriculum from the states to the federal government. This initiative, supported by the National Association of Governors, is the result of the concern of political, business and industrial leaders with the poor quality of education across the nation and with the effect this poor quality has on the U.S. position in the world economy. The goal of the standards movement from the prospective of political, business, and industrial leaders is to strengthen education so that the schools will produce graduates with the knowledge and skills required of them to be productive in the workplace.

   The pedagogy and attitudes of many teachers and professors alike has been that science is for the few. So little concern or effort was applied to make science interesting or to make learning it easy. Consequently, only highly motivated and highly intelligent students survived science courses. Thus it appears education in the natural sciences develops individuals who reason well, are critical thinkers, are creative problem solvers-in short, are intelligent. But, we must ask, does education in the natural sciences produce smarter people or do smart people survive science as it is taught? While historically the answer to the question may well have been survival, the national standards are based on the beliefs that science is for all and can produce smarter people.

(Audrey B. Champagne.)

    Science education in the United States of America is in the midst of an unprecedented reform movement-unprecedented because the movement is driven by national standards developed with support from the federal government. The standards for science education are redefining the character of science education from kindergarten to the postgraduate education of scientists and science teachers. Unlike the education in most countries of the world, education of students in kindergarten through grade twelve in the United States is not the responsibility of the federal government but is controlled by the individual states. States have the right to regulate all elements of the curriculum-the content all students are expected to learn, the structural organization of programs across all grades, the structural organization of the yearly curriculum in each subject, teaching methods, and textbooks. Historically, and even now, the states jealously guard all their rights and resist efforts by the federal government to exercise control over matters that are the responsibility of the states. The federal government's involvement in education has been to identify matters of national priority and to provide funds and other resources to the states to meet the national priorities. So, for instance, in the late 1960s and early 1970s, when the United States felt that its perceived preeminence in scientific research and its national safety were threatened, science education was identified as a national priority. The primary purpose of the federal government's initiatives was to encourage and upgrade the science education of young people who would become practicing scientists. This effort was not perceived by the states as an erosion of their rights because it was a response to a threat to the nation and was targeted on the science education of a relatively few students. The current situation is quite different.

    The federal government's underwriting of the development of national standards for education has the potential for shifting the control of the curriculum from the states to the federal government. This initiative, supported by the National Association of Governors, is the result of the concern of political, business and industrial leaders with the poor quality of education across the nation and with the effect this poor quality has on the U.S. position in the world economy. The goal of the standards movement from the prospective of political, business, and industrial leaders is to strengthen education so that the schools will produce graduates with the knowledge and skills required of them to be productive in the workplace.

   The pedagogy and attitudes of many teachers and professors alike has been that science is for the few. So little concern or effort was applied to make science interesting or to make learning it easy. Consequently, only highly motivated and highly intelligent students survived science courses. Thus it appears education in the natural sciences develops individuals who reason well, are critical thinkers, are creative problem solvers-in short, are intelligent. But, we must ask, does education in the natural sciences produce smarter people or do smart people survive science as it is taught? While historically the answer to the question may well have been survival, the national standards are based on the beliefs that science is for all and can produce smarter people.

     President Donald Trump’s main healthcare policy initiative has been working to fulfill his campaign promise to repeal and replace the Patient Protection and Affordable Care Act(ACA), commonly known as Obamacare. He expressed his support for the House and Senate bills that proposed modifying parts of the ACA. The House passed its bill — the American Health Care Act of 2017 — but members of the Senate have been unable to agree on a final replacement plan, leaving most of the provisions of the ACA in place. Republicans did take one step towards changing the ACA by eliminating the law's individual mandate, which took effect in January 2019. In October 2017, the Trump administration took actions to modify the ACA. Trump issued an executive order directing members of his Cabinet to create rules that would allow small businesses to collectively buy health insurance through association health plans, expand shortterm health coverage, and expand the use of Health Reimbursement Arrangements (HRAs). The order did not make direct changes to existing health insurance rules; instead, it directed agencies to consider new rules that would be subject to a notice and comment period. Trump said that he is still committed to passing a bill to repeal and replace the ACA. Before signing the executive order on October 12, 2017, Trump said, “Today is only the beginning. In the coming months, we plan to take new measures to provide our people with even more relief and more freedom. (…) And we’re going to also pressure Congress very strongly to finish the repeal and the replace of Obamacare once and for all. We will have great healthcare in our country..”.

(Available in: https://ballotpedia.org. Adapted.)

“Policy” (L1) means:

     President Donald Trump’s main healthcare policy initiative has been working to fulfill his campaign promise to repeal and replace the Patient Protection and Affordable Care Act(ACA), commonly known as Obamacare. He expressed his support for the House and Senate bills that proposed modifying parts of the ACA. The House passed its bill — the American Health Care Act of 2017 — but members of the Senate have been unable to agree on a final replacement plan, leaving most of the provisions of the ACA in place. Republicans did take one step towards changing the ACA by eliminating the law's individual mandate, which took effect in January 2019. In October 2017, the Trump administration took actions to modify the ACA. Trump issued an executive order directing members of his Cabinet to create rules that would allow small businesses to collectively buy health insurance through association health plans, expand shortterm health coverage, and expand the use of Health Reimbursement Arrangements (HRAs). The order did not make direct changes to existing health insurance rules; instead, it directed agencies to consider new rules that would be subject to a notice and comment period. Trump said that he is still committed to passing a bill to repeal and replace the ACA. Before signing the executive order on October 12, 2017, Trump said, “Today is only the beginning. In the coming months, we plan to take new measures to provide our people with even more relief and more freedom. (…) And we’re going to also pressure Congress very strongly to finish the repeal and the replace of Obamacare once and for all. We will have great healthcare in our country..”.

(Available in: https://ballotpedia.org. Adapted.)

Mark the gerund which is used as a noun:

Read the dialogue to answer.

Doctor: Have you ever fainted before?

Patient: Yes, the last time you told me your fees.

Mark the item that does NOT match the dialogue:

Read the dialogue to answer.

Doctor: Please, take your seat. What is your problem?

Patient: Hello Doctor, please, can you give me your certificate?

Doctor: Why?

Patient: I took two weeks leave in my office. They asked me

to get a “Doctor Certificate”.

We learn from the dialogue that:

Instrução: A questão está relacionada ao texto abaixo.  

Classics, Straus and Giroux, 2009. p. 3-4.

The words advocates (I. 28), scrapped (I. 32) and accessory (I. 45) can be replaced, without change in meaning, by

Instrução: A questão está relacionada ao texto abaixo.  

Classics, Straus and Giroux, 2009. p. 3-4.

Consider the following statements.

I -The word it(I. 22) refers to art(I. 21)

II -The word lt (I. 39) refers to the defense of art (I. 39)

III- The word its (I. 56) refers to art (I. 57)

Which ones are correct?

Instrução: A questão está relacionada ao texto abaixo.  

Classics, Straus and Giroux, 2009. p. 3-4.

Consider the staternents about the uses of the word that in the following segments retrieved frorn the text.

I - ln must have been that it was incantatory(I. 01-02), it belongs to the sarne word class as in that of the Greek philosophers (I. 04).

II - ln that of the Greek phi/osophers (I. 04), it belongs to the sarne word class as in proposed that art was mlmesls, lmitation of reality (I. 04-05).

III- ln must have been that lt was incantatory (I. 01-02), it belongs to the sarne word class as in proposed that art was mlmesls, lmitation of reality (I. 04-05).

Which ones are correct? 

Instrução: A questão está relacionada ao texto abaixo.  

Classics, Straus and Giroux, 2009. p. 3-4.

Mark the statements below with T (true) or F (false), according to the text.

( ) Plato's theory suggests that the value of art is questionable.

( ) Art has been expected to justify itself since people had their earliest experience with it.

( ) Rather than seen as a representation of reality, art is nowadays regarded as a subjective expression by most artists.

( ) The dichotomy between form and content does not prevail, regardless of the contemporary view of art as subjective expression.

The sequence should read, from top to bottom,

Instrução: A questão está relacionada ao texto abaixo. 

Acesso em: 19 jul. 2019.

Assinale a alternativa que preenche adequadamente a lacuna da linha 33.