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Prova de 2009: Universidade Estadual da Paraíba (UEPB) — questões com gabarito

347 questões da prova de 2009 de Universidade Estadual da Paraíba (UEPB), em Conhecimentos Gerais, História, Literatura, Inglês e mais matérias. Cada uma tem página própria, com enunciado completo, alternativas e gabarito — e dá para responder na própria página.

  • 347 questões

Matérias nesta prova

Resultados: 347 questões

Página 3 de 18

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  • Conhecimentos Gerais

    Entre para guardar nos favoritos
    Imagem da questão de Conhecimentos Gerais, UEPB 2009, Questões Sociais

    Muito se falou neste ano de 2008 sobre a febre amarela e em outras épocas não foi diferente. Já em 1870 a doença chegou ao Rio de Janeiro causando uma verdadeira convulsão social. Assinale a única alternativa INCORRETA.
    Escolha uma alternativa para a questão 171925ec-df
    Abrir questão de Conhecimentos Gerais, UEPB 2009
  • Ciências Humanas

    História

    Entre para guardar nos favoritos
    Sobre as revoltas, revoluções, golpes e movimentos ocorridos nas primeiras décadas do Brasil republicano, relacione a coluna da direita com a da esquerda.


    (1) Revolução Federalista

    (2) Revolta da Armada

    (3) Guerra do Contestado

    (4) Revolta de Juazeiro

    (5) Revolta da Chibata


    ( ) Confronto entre oligarquias e o governo federal iniciado após o “pacto dos coronéis” que, liderados pelo Pe. Cícero, desejavam a permanência da família Acioli no governo estadual.

    ( ) Organizada por jovens oficiais da Marinha para depor o Presidente Floriano Peixoto e reivindicar mais espaço político no governo federal.

    ( ) Os líderes político-religiosos desse movimento eram monarquistas e defendiam uma “batalha santa” contra as autoridades e os coronéis.

    ( ) Também conhecida por Revolta dos Marinheiros, que exigiam aumento de vencimentos, redução da jornada de trabalho, fim dos castigos corporais, além de anistia geral.

    ( ) Ocorrida no Sul, opunha os defensores da organização do Brasil numa União Federativa aos que queriam que os estados tivessem liberdade administrativa segundo suas próprias leis.



    Assinale a alternativa correta:
    Escolha uma alternativa para a questão 171df75f-df
    Abrir questão de História, UEPB 2009

  • Conhecimentos Gerais

    Entre para guardar nos favoritos
    No início do século XX o número de indústrias no Rio de Janeiro e em São Paulo cresceu, e a classe operária se expandiu, passando a defender seus interesses, influenciada pelas idéias anarquistas trazidas, sobretudo, pelos imigrantes espanhóis e italianos. Assinale a alternativa correta:
    Escolha uma alternativa para a questão 17213980-df
    Abrir questão de Conhecimentos Gerais, UEPB 2009
  • Linguagens

    Literatura

    Entre para guardar nos favoritos
    Leia os fragmentos de O Ateneu, abaixo, e responda à questão:

        É fácil conceber a atração que me chamava para aquele mundo tão altamente interessante, no conceito de minhas impressões. Avaliem o prazer que tive, quando me disse meu pai que ia ser apresentado ao diretor do Ateneu e à matrícula. O movimento não era mais a vaidade, antes o legítimo instinto da responsabilidade ativa, era uma conseqüência apaixonada da sedução do espetáculo, o arroubo da solidariedade que me parecia prender à comunhão fraternal da escola. Honrado engano, esse ardor franco por uma empresa ideal e de dedicação premeditada confusamente, no cálculo pobre de uma experiência de dez anos (Cap. 1).

         Sua diplomacia [de Aristarco] dividia-se por escaninhos numerados, segundo a categoria de recepção que queria dispensar. Ele tinha maneiras de todos os graus, segundo a condição social da pessoa. As simpatias verdadeiras eram raras. No âmago de cada sorriso morava-lhe um segredo de frieza que se percebia bem. E duramente se marcavam distinções políticas, distinções financeiras, distinções baseadas na crônica escolar do discípulo, baseadas na razão discreta das notas do guarda-livros. Às vezes, uma criança sentia a alfinetada no jeito da mão a beijar. Saía indagando consigo o motivo daquilo, que não achava em suas contas escolares... O pai estava dois semestres atrasado (Cap. 2).


    Assinale a alternativa que NÃO SE APLICA ao romance de Raul Pompéia:
    Escolha uma alternativa para a questão 172664a1-de
    Abrir questão de Literatura, UEPB 2009
  • Linguagens

    Inglês

    Entre para guardar nos favoritos
    Figura 1 de 3 da questão de Inglês, UEPB 2009, Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix)
    Figura 2 de 3 da questão de Inglês, UEPB 2009, Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix)
    Figura 3 de 3 da questão de Inglês, UEPB 2009, Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix)



    Which of the following groups of words in TEXT C have been formed by affixation:
    Escolha uma alternativa para a questão 172a9e61-6e
    Abrir questão de Inglês, UEPB 2009
  • Linguagens

    Português

    Entre para guardar nos favoritos
    Em O vôo da guará vermelha, Irene conta (e ouve) histórias de “fazer durar” ou estender o tempo, atitude similar a de Sherazade, que, para evitar a sua morte pelo sultão, seu esposo, cumpre a tarefa de, à noite, contar-lhe um “conto”, deixando a história em suspenso para que ele tome gosto e queira ouvir a continuação na noite seguinte. No que diz respeito a O vôo da guará vermelha, pode-se afirma
    Escolha uma alternativa para a questão 17328d6e-de
    Abrir questão de Português, UEPB 2009
  • Linguagens

    Português

    Entre para guardar nos favoritos
    Em “Os olhos da mulher, súplica e esperança, o meio sorriso, ferida aberta no meio da cara [...] Mas ela nada diz de sua boca, impõe com as mãos febris, com as pernas magras, com o corpo esquálido de bicho fêmea que ele lhe entregue seu corpo duro de bicho macho [...] Ela vê volume nos bolsos dele, mete as mãos e as traz cheias de brita que atira pela janela, o dinheiro, cadê o dinheiro?” (p.16-17) e em “Irene [...] provado devagarinho, por primeira vez, quem sabe?, o sabor que pode ter tocar-se o corpo de um homem por nada, só por carinho” (p. 57), é possível afirmar

    I - que o fio de esperança por dias melhores, alimentado por Irene, depois de conhecer Rosálio, opera uma mudança na sua forma de ver e de sentir o outro.

    II - que, embora lutando por sobreviver e alimentar um “guri e uma velha”, Irene encontra momentos para pensar em si, cuidar de si, ao mesmo tempo em que cuida do outro (Rosálio);

    III - que não há alusão a uma possível mudança na forma de Irene sentir a si e ao outro: ela apenas quis agradá-lo (como mostra o fragmento), depois retoma a dura vida de prostituta, uma vez que a sobrevivência é um imperativo maior que “o prazer de ler”;


    Está(ão) correta(s) apenas a(s) proposição(ões)
    Escolha uma alternativa para a questão 173a84c3-de
    Abrir questão de Português, UEPB 2009
  • Ciências Humanas

    História

    Entre para guardar nos favoritos
    No final da década de 1960, setores da sociedade norte-americana foram às ruas questionar e denunciar hábitos de um país racista e consumista, possuído pela paranóia anticomunista da Guerra Fria. Analise as proposições abaixo:


    I - O “Movimento da Contracultura” ditava formas de uma vida alternativa adotada pelos jovens. Mas, por ser hedonista, defendia o não envolvimento nas lutas pelos direitos civis e contra a Guerra do Vietnã.

    II - O “Movimento por Direitos Civis”, liderado por ativistas como Martin Luther King e Malcom X, lutava pelo reconhecimento de direitos e oportunidades, conseguindo que leis contra a discriminação no emprego, nos serviços públicos e nas eleições fossem aprovadas.

    III - A “Nova Esquerda” norte-americana criticava idéias elitistas e a participação dos EUA na Guerra do Vietnã, lutava pelos direitos dos estudantes universitários, além de dar total apoio às reivindicações dos negros.

    IV - Mesmo representando a radicalização do movimento negro, os “Panteras Negras” se organizaram tão-somente em torno da adoção das tradições africanas e para dar suporte aos atletas negros que participariam das Olimpíadas do México.

    Imagem da questão de História, UEPB 2009, Guerra Fria e seus desdobramentos


    Está(ão) correta(s) apenas a(s) proposição(ões):
    Escolha uma alternativa para a questão 173ebc97-df
    Abrir questão de História, UEPB 2009

  • Conhecimentos Gerais

    Entre para guardar nos favoritos
    O cantor e compositor Bob Dylan afirmou que “1968 foi o último ano em que as utopias eram permitidas. Hoje em dia ninguém mais quer sonhar”. Sobre as referências aos 40 anos dos fatos acontecidos em 1968, “o ano dos contrastes”, assinale a alternativa correta.
    Escolha uma alternativa para a questão 1741e76e-df
    Abrir questão de Conhecimentos Gerais, UEPB 2009
  • Ciências Humanas

    Geografia

    Entre para guardar nos favoritos

    Imagem da questão de Geografia, UEPB 2009, Regionalização Brasileira


    O cartunista Henrique de Souza Filho, o Henfil (1944-1988), discutia os problemas políticos, sociais e econômicos no Brasil dos anos 1970 com bom humor, através de personagens que apareciam no semanário Pasquim, no Jornal do Brasil e na Revista Fradim. Analise as seguintes proposições:


    I - Henfil criou um trio curioso: a Graúna (uma ave magrinha, mas muito combativa), Francisco Orelana (um bode que gostava de devorar livros) e Zeferino (um cangaceiro macho e lutador, mas dado a gestos carinhosos). Eles habitavam um lugar chamado Alto da Caatinga onde tudo era uma metáfora sobre o Brasil dos tempos da ditadura militar.


    II - As discussões travadas pelos personagens de Henfil eram densas. Um tema recorrente era o das diferenças regionais - o descompasso existente entre o Sul-Sudeste desenvolvido e o Norte-Nordeste subdesenvolvido.


    III - Mesmo sob uma censura implacável, Henfil denunciava a opressão e os abusos da ditadura, falava da miséria do povo, do conservadorismo da sociedade, criticava o capitalista, etc.



    Está(ão) correta(s) a(s) proposições:

    Escolha uma alternativa para a questão 174be360-df
    Abrir questão de Geografia, UEPB 2009
  • Ciências Humanas

    História

    Entre para guardar nos favoritos
    Em 11 de setembro de 1973, um golpe militar encerrou o governo socialista de Salvador Allende no Chile, e colocou no poder o General Augusto Pinochet. Militares bombardearam o Palácio de La Moneda matando, inclusive, o próprio Allende. Assinale a única alternativa corret
    Escolha uma alternativa para a questão 17506c8f-df
    Abrir questão de História, UEPB 2009
  • Linguagens

    Inglês

    Entre para guardar nos favoritos
    TEXT C

    You Can Blame the Bugs


    The West epitomizes individualistic, do-your-own-thing cultures, ones where the rights of the individual equal and often trump those of the group and where differences are valued. East Asian societies exalt the larger society; behavior is constrained by social roles, conformity is prized, outsiders shunned. […] But the reason a society falls where it does on the individualism-collectivism spectrum has been pretty much a mystery. Now a team of researchers has come up with a surprising explanation: disease-causing microbes. Societies that evolved in places with an abundance of pathogens, they argue, had to adopt behaviors that add up to collectivism, for reasons of sheer preservation. Societies that arose in places with fewer pathogens had the luxury of individualism, which is less effective at limiting the spread of disease but brings with it other social benefits, such as innovation. […]

        How might pathogen-fighting customs and attitudes arise, or fail to? Maybe people make conscious efforts to act in ways that inhibit the spread of pathogens, such as by shunning strangers and demanding conformity. Or maybe there are genes for behaviors that, at the level of a whole society, manifest themselves as collectivism or individualism, and genes for individualism get wiped out in diseaseplagued regions. But when East Asians move to the West or Westerners go East, […] they begin to see, think and behave like people in their adopted society. That would be hard to do if they were in the grip of collectivist or individualistic genes. The presence of pathogens also predicts cross-cultural differences in personality traits, not just shared cultural values. […] The physical world has shaped skin color and other superficial features. The next frontier is fathoming how it might have shaped our very thoughts and values. 

    Sharon Begley, Newsweek, April 14th, 2008
    The function of TEXT C is to
    Escolha uma alternativa para a questão 175fda45-de
    Abrir questão de Inglês, UEPB 2009
  • Linguagens

    Inglês

    Entre para guardar nos favoritos
    TEXT C

    You Can Blame the Bugs


    The West epitomizes individualistic, do-your-own-thing cultures, ones where the rights of the individual equal and often trump those of the group and where differences are valued. East Asian societies exalt the larger society; behavior is constrained by social roles, conformity is prized, outsiders shunned. […] But the reason a society falls where it does on the individualism-collectivism spectrum has been pretty much a mystery. Now a team of researchers has come up with a surprising explanation: disease-causing microbes. Societies that evolved in places with an abundance of pathogens, they argue, had to adopt behaviors that add up to collectivism, for reasons of sheer preservation. Societies that arose in places with fewer pathogens had the luxury of individualism, which is less effective at limiting the spread of disease but brings with it other social benefits, such as innovation. […]

        How might pathogen-fighting customs and attitudes arise, or fail to? Maybe people make conscious efforts to act in ways that inhibit the spread of pathogens, such as by shunning strangers and demanding conformity. Or maybe there are genes for behaviors that, at the level of a whole society, manifest themselves as collectivism or individualism, and genes for individualism get wiped out in diseaseplagued regions. But when East Asians move to the West or Westerners go East, […] they begin to see, think and behave like people in their adopted society. That would be hard to do if they were in the grip of collectivist or individualistic genes. The presence of pathogens also predicts cross-cultural differences in personality traits, not just shared cultural values. […] The physical world has shaped skin color and other superficial features. The next frontier is fathoming how it might have shaped our very thoughts and values. 

    Sharon Begley, Newsweek, April 14th, 2008
    According to TEXT C the difference between the East and West is due to:
    Escolha uma alternativa para a questão 17633184-de
    Abrir questão de Inglês, UEPB 2009
  • Linguagens

    Inglês

    Entre para guardar nos favoritos
    TEXT C

    You Can Blame the Bugs


    The West epitomizes individualistic, do-your-own-thing cultures, ones where the rights of the individual equal and often trump those of the group and where differences are valued. East Asian societies exalt the larger society; behavior is constrained by social roles, conformity is prized, outsiders shunned. […] But the reason a society falls where it does on the individualism-collectivism spectrum has been pretty much a mystery. Now a team of researchers has come up with a surprising explanation: disease-causing microbes. Societies that evolved in places with an abundance of pathogens, they argue, had to adopt behaviors that add up to collectivism, for reasons of sheer preservation. Societies that arose in places with fewer pathogens had the luxury of individualism, which is less effective at limiting the spread of disease but brings with it other social benefits, such as innovation. […]

        How might pathogen-fighting customs and attitudes arise, or fail to? Maybe people make conscious efforts to act in ways that inhibit the spread of pathogens, such as by shunning strangers and demanding conformity. Or maybe there are genes for behaviors that, at the level of a whole society, manifest themselves as collectivism or individualism, and genes for individualism get wiped out in diseaseplagued regions. But when East Asians move to the West or Westerners go East, […] they begin to see, think and behave like people in their adopted society. That would be hard to do if they were in the grip of collectivist or individualistic genes. The presence of pathogens also predicts cross-cultural differences in personality traits, not just shared cultural values. […] The physical world has shaped skin color and other superficial features. The next frontier is fathoming how it might have shaped our very thoughts and values. 

    Sharon Begley, Newsweek, April 14th, 2008
    The roots of the words ‘individualistic’, ‘behavior’ ‘conformity’, ‘collectivism’, and ‘explanation’ in TEXT C are respectively
    Escolha uma alternativa para a questão 17675393-de
    Abrir questão de Inglês, UEPB 2009
  • Linguagens

    Inglês

    Entre para guardar nos favoritos
    TEXT D

    PARAGRAPH 1: The payment of fees by students is widely seen as a novelty. In fact this ‘innovation’ marks a return to the medieval origins of universities. At that time student money meant student power on a huge scale. Medieval student power was focused on the University of Bologna. […] This power was based on their economic grip over their teachers.[…] Most university lecturers depended for their academic incomes on teaching fees collected from their students. […] The power which students derived from paying fees at Bologna led to extensive control over the lecturing system. […]

    PARAGRAPH 2: For what was a lecturer punished? He was fined if he started the lectures a minute late or if he went beyond the approved time. […] The lecturer was also fined if he failed to cover the syllabus according to an agreed timetable. […]

    PARAGRAPH 3: All students were encouraged to denounce lecturers who were absent without leave or who contravened the statutes in any other way. In addition, there was also an organized system of secret denunciations. Four students were elected in secret to spy on the lecturers. […]

    PARAGRAPH 4: Student power at Bologna lasted a little over one hundred years […] As __ its rise, its demise is linked directly __ the subject __ student fees. By 1350 almost all the lecturers were appointed and paid __ the local commune. With changes in the payment of lecturers, control of the university passed __ the students to the commune and there it would remain.

    PARAGRAPH 5: What does the situation in medieval Bologna have to say to us? Hopefully the return of student fees will not be accompanied by the return of student spies, secret denunciations and fines on lecturers. But, as ever greater emphasis is placed on research, the Bolognese case may be a timely reminder of the demands of students and of the importance of high quality teaching.

    UOW Magazine, ISSUE 9 
    The theme of TEXT D is:
    Escolha uma alternativa para a questão 176acbe0-de
    Abrir questão de Inglês, UEPB 2009
  • Linguagens

    Inglês

    Entre para guardar nos favoritos
    TEXT D

    PARAGRAPH 1: The payment of fees by students is widely seen as a novelty. In fact this ‘innovation’ marks a return to the medieval origins of universities. At that time student money meant student power on a huge scale. Medieval student power was focused on the University of Bologna. […] This power was based on their economic grip over their teachers.[…] Most university lecturers depended for their academic incomes on teaching fees collected from their students. […] The power which students derived from paying fees at Bologna led to extensive control over the lecturing system. […]

    PARAGRAPH 2: For what was a lecturer punished? He was fined if he started the lectures a minute late or if he went beyond the approved time. […] The lecturer was also fined if he failed to cover the syllabus according to an agreed timetable. […]

    PARAGRAPH 3: All students were encouraged to denounce lecturers who were absent without leave or who contravened the statutes in any other way. In addition, there was also an organized system of secret denunciations. Four students were elected in secret to spy on the lecturers. […]

    PARAGRAPH 4: Student power at Bologna lasted a little over one hundred years […] As __ its rise, its demise is linked directly __ the subject __ student fees. By 1350 almost all the lecturers were appointed and paid __ the local commune. With changes in the payment of lecturers, control of the university passed __ the students to the commune and there it would remain.

    PARAGRAPH 5: What does the situation in medieval Bologna have to say to us? Hopefully the return of student fees will not be accompanied by the return of student spies, secret denunciations and fines on lecturers. But, as ever greater emphasis is placed on research, the Bolognese case may be a timely reminder of the demands of students and of the importance of high quality teaching.

    UOW Magazine, ISSUE 9 
    Which is the CORRECT ORDER of the prepositions missing from PARAGRAPH 4 of TEXT D:
    Escolha uma alternativa para a questão 176e8b55-de
    Abrir questão de Inglês, UEPB 2009
  • Linguagens

    Inglês

    Entre para guardar nos favoritos
    TEXT D

    PARAGRAPH 1: The payment of fees by students is widely seen as a novelty. In fact this ‘innovation’ marks a return to the medieval origins of universities. At that time student money meant student power on a huge scale. Medieval student power was focused on the University of Bologna. […] This power was based on their economic grip over their teachers.[…] Most university lecturers depended for their academic incomes on teaching fees collected from their students. […] The power which students derived from paying fees at Bologna led to extensive control over the lecturing system. […]

    PARAGRAPH 2: For what was a lecturer punished? He was fined if he started the lectures a minute late or if he went beyond the approved time. […] The lecturer was also fined if he failed to cover the syllabus according to an agreed timetable. […]

    PARAGRAPH 3: All students were encouraged to denounce lecturers who were absent without leave or who contravened the statutes in any other way. In addition, there was also an organized system of secret denunciations. Four students were elected in secret to spy on the lecturers. […]

    PARAGRAPH 4: Student power at Bologna lasted a little over one hundred years […] As __ its rise, its demise is linked directly __ the subject __ student fees. By 1350 almost all the lecturers were appointed and paid __ the local commune. With changes in the payment of lecturers, control of the university passed __ the students to the commune and there it would remain.

    PARAGRAPH 5: What does the situation in medieval Bologna have to say to us? Hopefully the return of student fees will not be accompanied by the return of student spies, secret denunciations and fines on lecturers. But, as ever greater emphasis is placed on research, the Bolognese case may be a timely reminder of the demands of students and of the importance of high quality teaching.

    UOW Magazine, ISSUE 9 
    According to TEXT D, payment of fees allowed the students to:
    Escolha uma alternativa para a questão 17727c4d-de
    Abrir questão de Inglês, UEPB 2009
  • Linguagens

    Inglês

    Entre para guardar nos favoritos
    TEXT E

    Could Women Grow Their Own Sperm?

    Imagem da questão de Inglês, UEPB 2009, Interpretação de texto | Reading comprehension


    Anna Smajdor, an ethicist at the University of East Anglia, claims that people’s control over their reproductive choices will be dramatically altered if sperm and eggs can be created from stray skin cells. A woman could, for example, pick up a bit of bodily detritus from a prominent man, take it to a laboratory and give birth to his genetic child. Smajdor says that what has been termed ‘reprogrammable biology’ gives us the capacity to make cells act in new ways, blurring what we mean by an egg or sperm or even embryo. She points out that the boundaries between these categories have become very fluid, with the development of techniques that allow us to alter their genetic make-up or prompt them to behave in new ways. This raises very perplexing questions about ethics, law and regulation.

        Most religions would welcome ways of giving infertile men and women a possibility to produce sperm and eggs, although they might object if making gametes involved destroying human embryos. Research into the reproductive process has triggered debates among scientists about how far human reproduction should be altered. All agree that men should be capable of producing eggs: the fact that men have an X chromosome, like women, should make it possible. Thus, male gay couples could, with the help of a surrogate mother, have their own biological baby. But things are more complicated when it comes to women becoming fathers: some scientists believe that the Y (male) chromosome is so important to sperm that attempts to use female cells will be doomed. But on one point, everyone can agree: for women to father children and men to make eggs would be as significant a breakthrough as the birth of the first test tube baby 30 years ago.

    Adapted from The Daily Telegraph, February 12th, 2008
    TEXT E claims that reprogrammable biology:
    Escolha uma alternativa para a questão 1775c35a-de
    Abrir questão de Inglês, UEPB 2009
  • Linguagens

    Inglês

    Entre para guardar nos favoritos
    TEXT E

    Could Women Grow Their Own Sperm?

    Imagem da questão de Inglês, UEPB 2009, Verbos modais | Modal verbs


    Anna Smajdor, an ethicist at the University of East Anglia, claims that people’s control over their reproductive choices will be dramatically altered if sperm and eggs can be created from stray skin cells. A woman could, for example, pick up a bit of bodily detritus from a prominent man, take it to a laboratory and give birth to his genetic child. Smajdor says that what has been termed ‘reprogrammable biology’ gives us the capacity to make cells act in new ways, blurring what we mean by an egg or sperm or even embryo. She points out that the boundaries between these categories have become very fluid, with the development of techniques that allow us to alter their genetic make-up or prompt them to behave in new ways. This raises very perplexing questions about ethics, law and regulation.

        Most religions would welcome ways of giving infertile men and women a possibility to produce sperm and eggs, although they might object if making gametes involved destroying human embryos. Research into the reproductive process has triggered debates among scientists about how far human reproduction should be altered. All agree that men should be capable of producing eggs: the fact that men have an X chromosome, like women, should make it possible. Thus, male gay couples could, with the help of a surrogate mother, have their own biological baby. But things are more complicated when it comes to women becoming fathers: some scientists believe that the Y (male) chromosome is so important to sperm that attempts to use female cells will be doomed. But on one point, everyone can agree: for women to father children and men to make eggs would be as significant a breakthrough as the birth of the first test tube baby 30 years ago.

    Adapted from The Daily Telegraph, February 12th, 2008
    The MODALS ‘can’, ‘could’, ‘would’, ’might’ in TEXT E are used to show
    Escolha uma alternativa para a questão 1779d145-de
    Abrir questão de Inglês, UEPB 2009
  • Linguagens

    Inglês

    Entre para guardar nos favoritos
    TEXT E

    Could Women Grow Their Own Sperm?

    Imagem da questão de Inglês, UEPB 2009, Interpretação de texto | Reading comprehension


    Anna Smajdor, an ethicist at the University of East Anglia, claims that people’s control over their reproductive choices will be dramatically altered if sperm and eggs can be created from stray skin cells. A woman could, for example, pick up a bit of bodily detritus from a prominent man, take it to a laboratory and give birth to his genetic child. Smajdor says that what has been termed ‘reprogrammable biology’ gives us the capacity to make cells act in new ways, blurring what we mean by an egg or sperm or even embryo. She points out that the boundaries between these categories have become very fluid, with the development of techniques that allow us to alter their genetic make-up or prompt them to behave in new ways. This raises very perplexing questions about ethics, law and regulation.

        Most religions would welcome ways of giving infertile men and women a possibility to produce sperm and eggs, although they might object if making gametes involved destroying human embryos. Research into the reproductive process has triggered debates among scientists about how far human reproduction should be altered. All agree that men should be capable of producing eggs: the fact that men have an X chromosome, like women, should make it possible. Thus, male gay couples could, with the help of a surrogate mother, have their own biological baby. But things are more complicated when it comes to women becoming fathers: some scientists believe that the Y (male) chromosome is so important to sperm that attempts to use female cells will be doomed. But on one point, everyone can agree: for women to father children and men to make eggs would be as significant a breakthrough as the birth of the first test tube baby 30 years ago.

    Adapted from The Daily Telegraph, February 12th, 2008
    Which of the following statements is true, with reference to TEXT E:
    Escolha uma alternativa para a questão 177d544b-de
    Abrir questão de Inglês, UEPB 2009