Prova de 2021: Universidade Estadual Paulista (UNESP) — questões com gabarito

Leia a narrativa “O leão, o burro e o rato”, de Millôr Fernandes,

    Um leão, um burro e um rato voltaram, afinal, da caçada que haviam empreendido juntos1 e colocaram numa clareira tudo que tinham caçado: dois veados, algumas perdizes, três tatus, uma paca e muita caça menor. O leão sentou-se num tronco e, com voz tonitruante que procurava inutilmente suavizar, berrou:

    — Bem, agora que terminamos um magnífico dia de trabalho, descansemos aqui, camaradas, para a justa partilha do nosso esforço conjunto. Compadre burro, por favor, você, que é o mais sábio de nós três, com licença do compadre rato, você, compadre burro, vai fazer a partilha desta caça em três partes absolutamente iguais. Vamos, compadre rato, até o rio, beber um pouco de água, deixando nosso grande amigo burro em paz para deliberar.

    Os dois se afastaram, foram até o rio, beberam água2 e ficaram um tempo. Voltaram e verificaram que o burro tinha feito um trabalho extremamente meticuloso, dividindo a caça em três partes absolutamente iguais. Assim que viu os dois voltando, o burro perguntou ao leão:

    — Pronto, compadre leão, aí está: que acha da partilha?

    O leão não disse uma palavra. Deu uma violenta patada na nuca do burro, prostrando-o no chão, morto.

    Sorrindo, o leão voltou-se para o rato e disse:

    — Compadre rato, lamento muito, mas tenho a impressão de que concorda em que não podíamos suportar a presença de tamanha inaptidão e burrice. Desculpe eu ter perdido a paciência, mas não havia outra coisa a fazer. Há muito que eu não suportava mais o compadre burro. Me faça um favor agora — divida você o bolo da caça, incluindo, por favor, o corpo do compadre burro. Vou até o rio, novamente, deixando-lhe calma para uma deliberação sensata.

    Mal o leão se afastou, o rato não teve a menor dúvida. Dividiu o monte de caça em dois: de um lado, toda a caça, inclusive o corpo do burro. Do outro, apenas um ratinho cinza morto por acaso. O leão ainda não tinha chegado ao rio, quando o rato o chamou:

    — Compadre leão, está pronta a partilha!

    O leão, vendo a caça dividida de maneira tão justa, não pôde deixar de cumprimentar o rato:

    — Maravilhoso, meu caro compadre, maravilhoso! Como você chegou tão depressa a uma partilha tão certa?

    E o rato respondeu:

    — Muito simples. Estabeleci uma relação matemática entre seu tamanho e o meu — é claro que você precisa comer muito mais. Tracei uma comparação entre a sua força e a minha — é claro que você precisa de muito maior volume de alimentação do que eu. Comparei, ponderadamente, sua posição na floresta com a minha — e, evidentemente, a partilha só podia ser esta. Além do que, sou um intelectual, sou todo espírito! — Inacreditável, inacreditável! Que compreensão! Que argúcia! — exclamou o leão, realmente admirado. — Olha, juro que nunca tinha notado, em você, essa cultura. Como você escondeu isso o tempo todo, e quem lhe ensinou tanta sabedoria?

    — Na verdade, leão, eu nunca soube nada. Se me perdoa um elogio fúnebre, se não se ofende, acabei de aprender tudo agora mesmo, com o burro morto.

Moral: Só um burro tenta ficar com a parte do leão.

1 A conjugação de esforços tão heterogêneos na destruição do meio ambiente é coisa muito comum.

2 Enquanto estavam bebendo água, o leão reparou que o rato estava sujando a água que ele bebia. Mas isso já é outra fábula.

(100 fábulas fabulosas, 2012.)

“E o rato respondeu:

— Muito simples. Estabeleci uma relação matemática entre seu tamanho e o meu — é claro que você precisa comer muito mais.” (12° e 13° parágrafos)

Ao se transpor esse trecho para o discurso indireto, o termo sublinhado assume a seguinte forma:

A obra Paisagem italiana (1805), do pintor alemão Jakob Philipp Hackert (1737-1807), remete, sobretudo, ao ideário do

Education for Sustainable Development

Projects from Botswana, Brazil and Germany win UNESCO-Japan prize on Education for Sustainable Development.

    With a world population of 7 billion people and limited natural resources, we, as individuals and societies, need to learn to live together sustainably. We need to take action responsibly based on the understanding that what we do today can have implications on the lives of people and the planet in future. Education for Sustainable Development empowers people to change the way they think and work towards a sustainable future.

    UNESCO aims to improve access to quality education on sustainable development at all levels and in all social contexts, to transform society by reorienting education and help people develop knowledge, skills, values and behaviours needed for sustainable development. It is about including sustainable development issues, such as climate change and biodiversity into teaching and learning. Individuals are encouraged to be responsible actors who resolve challenges, respect cultural diversity and contribute to creating a more sustainable world.

(https://en.unesco.org. Adaptado.)

According to the first paragraph, it is important to promote a sustainable development because

Education for Sustainable Development

Projects from Botswana, Brazil and Germany win UNESCO-Japan prize on Education for Sustainable Development.

    With a world population of 7 billion people and limited natural resources, we, as individuals and societies, need to learn to live together sustainably. We need to take action responsibly based on the understanding that what we do today can have implications on the lives of people and the planet in future. Education for Sustainable Development empowers people to change the way they think and work towards a sustainable future.

    UNESCO aims to improve access to quality education on sustainable development at all levels and in all social contexts, to transform society by reorienting education and help people develop knowledge, skills, values and behaviours needed for sustainable development. It is about including sustainable development issues, such as climate change and biodiversity into teaching and learning. Individuals are encouraged to be responsible actors who resolve challenges, respect cultural diversity and contribute to creating a more sustainable world.

(https://en.unesco.org. Adaptado.)

According to the second paragraph, one of sustainable development initiatives to be tackled by education should be to

Education for Sustainable Development

Projects from Botswana, Brazil and Germany win UNESCO-Japan prize on Education for Sustainable Development.

    With a world population of 7 billion people and limited natural resources, we, as individuals and societies, need to learn to live together sustainably. We need to take action responsibly based on the understanding that what we do today can have implications on the lives of people and the planet in future. Education for Sustainable Development empowers people to change the way they think and work towards a sustainable future.

    UNESCO aims to improve access to quality education on sustainable development at all levels and in all social contexts, to transform society by reorienting education and help people develop knowledge, skills, values and behaviours needed for sustainable development. It is about including sustainable development issues, such as climate change and biodiversity into teaching and learning. Individuals are encouraged to be responsible actors who resolve challenges, respect cultural diversity and contribute to creating a more sustainable world.

(https://en.unesco.org. Adaptado.)

O cartum dialoga com o seguinte trecho do texto “Education for Sustainable Development”:

*TV and/or radio

     Three-quarters of the world’s children live in countries where classrooms are closed. As lockdowns ease, schools should be among the first places to reopen. Children seem to be less likely than adults to catch covid-19. And the costs of closure are staggering: in the lost productivity of home schooling parents; and, far more important, in the damage done to children by lost learning. The costs fall most heavily on the youngest, who among other things miss out on picking up social and emotional skills; and on the less welloff, who are less likely to attend online lessons and who may be missing meals as well as classes. West African children whose schools were closed during the Ebola epidemic in 2014 are still paying the price.

(www.economist.com, 01.05.2020. Adaptado.)

The chart shows that the average share of population connected to internet

*TV and/or radio

     Three-quarters of the world’s children live in countries where classrooms are closed. As lockdowns ease, schools should be among the first places to reopen. Children seem to be less likely than adults to catch covid-19. And the costs of closure are staggering: in the lost productivity of home schooling parents; and, far more important, in the damage done to children by lost learning. The costs fall most heavily on the youngest, who among other things miss out on picking up social and emotional skills; and on the less welloff, who are less likely to attend online lessons and who may be missing meals as well as classes. West African children whose schools were closed during the Ebola epidemic in 2014 are still paying the price.

(www.economist.com, 01.05.2020. Adaptado.)

De acordo com o texto, o fechamento das escolas devido à pandemia de covid-19 prejudicou, principalmente,

*TV and/or radio

     Three-quarters of the world’s children live in countries where classrooms are closed. As lockdowns ease, schools should be among the first places to reopen. Children seem to be less likely than adults to catch covid-19. And the costs of closure are staggering: in the lost productivity of home schooling parents; and, far more important, in the damage done to children by lost learning. The costs fall most heavily on the youngest, who among other things miss out on picking up social and emotional skills; and on the less welloff, who are less likely to attend online lessons and who may be missing meals as well as classes. West African children whose schools were closed during the Ebola epidemic in 2014 are still paying the price.

(www.economist.com, 01.05.2020. Adaptado.)

O trecho “West African children whose schools were closed during the Ebola epidemic in 2014 are still paying the price” indica que, na região,

*TV and/or radio

     Three-quarters of the world’s children live in countries where classrooms are closed. As lockdowns ease, schools should be among the first places to reopen. Children seem to be less likely than adults to catch covid-19. And the costs of closure are staggering: in the lost productivity of home schooling parents; and, far more important, in the damage done to children by lost learning. The costs fall most heavily on the youngest, who among other things miss out on picking up social and emotional skills; and on the less welloff, who are less likely to attend online lessons and who may be missing meals as well as classes. West African children whose schools were closed during the Ebola epidemic in 2014 are still paying the price.

(www.economist.com, 01.05.2020. Adaptado.)

No trecho “As lockdowns ease, schools should be among the first places to reopen”, o termo sublinhado indica

*TV and/or radio

     Three-quarters of the world’s children live in countries where classrooms are closed. As lockdowns ease, schools should be among the first places to reopen. Children seem to be less likely than adults to catch covid-19. And the costs of closure are staggering: in the lost productivity of home schooling parents; and, far more important, in the damage done to children by lost learning. The costs fall most heavily on the youngest, who among other things miss out on picking up social and emotional skills; and on the less welloff, who are less likely to attend online lessons and who may be missing meals as well as classes. West African children whose schools were closed during the Ebola epidemic in 2014 are still paying the price.

(www.economist.com, 01.05.2020. Adaptado.)

No trecho “who are less likely to attend online lessons”, o termo sublinhado pode ser substituído, sem alteração de sentido, por

*TV and/or radio

     Three-quarters of the world’s children live in countries where classrooms are closed. As lockdowns ease, schools should be among the first places to reopen. Children seem to be less likely than adults to catch covid-19. And the costs of closure are staggering: in the lost productivity of home schooling parents; and, far more important, in the damage done to children by lost learning. The costs fall most heavily on the youngest, who among other things miss out on picking up social and emotional skills; and on the less welloff, who are less likely to attend online lessons and who may be missing meals as well as classes. West African children whose schools were closed during the Ebola epidemic in 2014 are still paying the price.

(www.economist.com, 01.05.2020. Adaptado.)

No trecho “And the costs of closure are staggering”, o termo sublinhado equivale, em português, a

As long as it operated as a cheap factory, China’s growth was welcomed by the US, and its emergence as a new market for consumer goods was eagerly anticipated. However, in the mid-2010s the relationship between the rising nation and the incumbent superpower became more competitive. With the election in 2016 of Donald Trump on an “America First” platform, the gloves came off. Unhappy with the trade imbalance, the US president kicked off a trade war in 2018. The fallout for companies has been considerable.

(Lucy Colback. www.ft.com, 28.02.2020. Adaptado.)

O excerto descreve mudanças nas relações geopolíticas entre Estados Unidos e China nas últimas décadas. Essas mudanças resultaram em

The phenomenon E-democracy [electronic democracy] is well known and well used in Sweden. E-democracy is a solution that makes it easier for the population to vote or to participate in different questions, or just to make themselves heard. E-democracy is used a lot of municipalities as a simple way for the inhabitants to participate in the local debate. E-democracy is often argued as a tool that makes participation more available for everyone.

(“E-democracy and digital gaps”. www.svekom.se)

A ferramenta apresentada no excerto remete a uma característica da política ateniense no período clássico, que diz respeito