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Prova de 2019: Universidade Estadual de Goiás (UEG) — questões com gabarito

56 questões da prova de 2019 de Universidade Estadual de Goiás (UEG), em Inglês, Português, Literatura. Cada uma tem página própria, com enunciado completo, alternativas e gabarito — e dá para responder na própria página.

  • 56 questões

Resultados: 56 questões

Página 2 de 3

  • Linguagens

    Inglês

    Leia o texto a seguir para responder à questão.

    Forest fires: the good and the bad

    Every year it seems like there’s another disastrous wildfire in the American West. In 2018, nearly 9 million acres were burned in the US alone. Uncontrolled fires often started accidentally by people, rampage and decimate forests. F

    or most people, a forest fire is synonymous with disaster. But there are some kinds of forest fires that actually benefit the environment.

    A controlled burn is a wildfire that people set intentionally for a specific purpose. Well-thought-out and wellmanaged controlled burns can be incredibly beneficial for forest management—in part because they can help stop an out-of-control wildfire. The technique is called backburning, and it involves setting a controlled fire in the path of the approaching wildfire. All the flammable material is burnt up and extinguished. When the wildfire approaches, there’s no more fuel left for it to keep going, and it dies out.

    Controlled burns are also used to prevent forest fires. Even before human involvement, natural, low-intensity wildfires occurred every few years to burn up fuel, plant debris, and dead trees, making way for young, healthy trees and vegetation to thrive. That new growth in turn supports forest wildlife. Forest managers are now replicating this natural strategy when appropriate, starting manageable, slow-burning fires to make room for new life that will help keep the forest healthy in the long term.

    The same method is one of WWF’s strategies for maintaining grassland habitats in the Northern Great Plains. Working with partners such as the U.S. Fish and Wildlife Service, WWF has intentionally burned hundreds of acres of prairie land to revitalize these key habitats. The fire burns off tall, aggressive vegetation that isn’t as hospitable to wildlife, and makes room for new growth that attracts bison, birds, and prairie dogs.

    This doesn’t mean all intentional wildfires are good – far from it. Many of the fires intentionally set for agriculture and land clearing are at best ill-advised, and at worst devastating. Slash and burn fires are set every day to destroy large sections of forests. Of course, these forests don’t just remove trees; they kill and displace wildlife, alter water cycles and soil fertility, and endanger the lives and livelihoods of local communities. They also can rage out of control. In 1997, fires set intentionally to clear forests in Indonesia escalated into one of the largest wildfires in recorded history. Hundreds of people died; millions of acres burned; already at-risk species like orangutans perished by the hundreds; and a smoke and ash haze hung over southeast Asia for months, reducing visibility and causing acute health conditions.

    That’s exactly why WWF helps governments around the world crack down on slash and burn deforestation. WWF also works with farmers and companies to stop unnecessary agricultural burns. And when our scientists think fire could be the best solution for revitalizing wild areas, we bring the right experts to the table to study the situation and come up with a plan.

    All fire is risky. To minimize that risk as much as possible, controlled burns must be well-considered, wellplanned, and ignited and maintained by trained professionals. The bottom line? Fire can be a tool for conservation, but only when used the right way.

    Disponível em: https://www.worldwildlife.org/stories/forest-fires-the-good-and-the-bad. Acesso em: 08 out. 2019

    Analisando os aspectos linguísticos da língua inglesa presentes no texto, constata-se que
    Escolha uma alternativa para a questão 6673d62c-c3
  • Linguagens

    Inglês

    Observe o infográfico a seguir para responder à questão.

    Imagem da questão de Inglês, UEG 2019, Interpretação de texto | Reading comprehension

    Disponível: https://morgan6062.com/2018/06/09/suicide-prevention-hotlines/. Acesso em: 08 out. 2019

    According the information expressed in the image and data, Suicide Prevention, we verify that

    Escolha uma alternativa para a questão 66769559-c3
  • Linguagens

    Português

     Leia o texto a seguir para responder à questão.Imagem da questão de Português, UEG 2019, Interpretação de Textos


    No período “O pensamento iluminista abraçou a ideia do progresso e buscou ativamente a ruptura com a história e a tradição esposada pela modernidade” (linhas 1-2), as palavras “abraçou” e “esposada” são usadas em sentido
    Escolha uma alternativa para a questão 6679923b-c3
  • Linguagens

    Português

     Leia o texto a seguir para responder à questão.Imagem da questão de Português, UEG 2019, Interpretação de Textos


    É ideia defendida no texto:
    Escolha uma alternativa para a questão 667cd1bf-c3
  • Linguagens

    Português

     Leia o texto a seguir para responder à questão.Imagem da questão de Português, UEG 2019, Pontuação


    Considere o seguinte trecho do texto:

    “O século XX – com seus campos de concentração e esquadrões da morte, seu militarismo e duas guerras mundiais, sua ameaça de aniquilação nuclear e sua experiência de Hiroshima e Nagasaki – certamente deitou por terra esse otimismo”. (Linhas 16-18).

    O travessão duplo é usado no período com a função de
    Escolha uma alternativa para a questão 66807580-c3
  • Linguagens

    Português

     Leia o texto a seguir para responder à questão.Imagem da questão de Português, UEG 2019, Análise sintática


    Considere o seguinte enunciado:

    “Há quem, como Habermas, continue a apoiar o projeto, se bem que com forte dose de ceticismo quanto às suas metas, com muita angústia quanto à relação entre meios e fins e com certo pessimismo no tocante à possiblidade de realizar tal projeto nas condições econômicas e políticas contemporâneas”. (Linhas 30-33).

    O constituinte sintático introduzido por “se bem que” estabelece com o trecho anterior uma relação de
    Escolha uma alternativa para a questão 66838fc1-c3
  • Linguagens

    Português

    Observe a tirinha a seguir.

    Imagem da questão de Português, UEG 2019, Interpretação de Textos

    Disponível em: https://tirasarmandinho.tumblr.com/. Acesso em: 30 ago. 2019.

    O sentido global da tirinha é constituído a partir de uma relação

    Escolha uma alternativa para a questão 6687630c-c3
  • Linguagens

    Literatura

    Leia o fragmento e observe a imagem a seguir para responder à questão.


    Daí a pouco, em volta das bicas era um zumzum crescente; uma aglomeração tumultuosa de machos e fêmeas. Uns, após outros, lavavam a cara, incomodamente, debaixo do fio d’água que escorria da altura e uns cinco palmos. O chão inundava-se. As mulheres precisavam já prender as saias entre as coxas para não as molhar; via-selhes a tostada nudez dos braços e do pescoço, que elas despiam, suspendendo o cabelo todo para o alto do casco; os homens, esses não se preocupavam em não molhar o pelo, ao contrário metiam a cabeça bem debaixo da água e esfregavam com força as ventas e as barbas, fossando e fungando contra as palmas da mão.

    AZEVEDO, Aluísio de. O cortiço. São Paulo: FTD, 1993.p. 41.

    Imagem da questão de Literatura, UEG 2019, Escolas Literárias
    JÚNIOR, Almeida. Saudade. Óleo sobre tela 1899. Disponível em: https://arteeartistas.com.br/saudade-almeidajunior/. Acesso em: 16 out. 2019.

    Tanto na pintura quanto no fragmento apresentados verificam-se características do

    Escolha uma alternativa para a questão 668b4731-c3
  • Linguagens

    Literatura

    Leia o poema e observe a imagem a seguir para responder à questão.     

    Pensem nas crianças

    Mudas telepáticas

    Pensem nas meninas

    Cegas inexatas

    Pensem nas mulheres

    Rotas alteradas

    Pensem nas feridas

    Como rosas cálidas

    Mas oh não se esqueçam

    Da rosa da rosa

    Da rosa de Hiroxima

    A rosa hereditária

    A rosa radioativa

    Estúpida e inválida

    A rosa com cirrose

    A antirrosa atômica

    Sem cor sem perfume

    Sem rosa sem nada.

    MORAES, Vinícius de. Rosa de Hiroxima. In: Antologia poética. São Paulo:Companhia das Letras, 1992. p.196


    Imagem da questão de Literatura, UEG 2019, Escolas Literárias
    DALI, Salvador. A face da guerra, Óleo sobre tela, 1940. Disponível em: https://www.todamateria.com.br/obras-de-salvador-dali/. Acesso em: 09 out. 2019

    Tanto o poema-canção quanto a imagem apresentados tecem, a seu modo, uma
    Escolha uma alternativa para a questão 668e9182-c3
  • Linguagens

    Literatura

    Leia o poema e observe a imagem a seguir para responder à questão.     

    Pensem nas crianças

    Mudas telepáticas

    Pensem nas meninas

    Cegas inexatas

    Pensem nas mulheres

    Rotas alteradas

    Pensem nas feridas

    Como rosas cálidas

    Mas oh não se esqueçam

    Da rosa da rosa

    Da rosa de Hiroxima

    A rosa hereditária

    A rosa radioativa

    Estúpida e inválida

    A rosa com cirrose

    A antirrosa atômica

    Sem cor sem perfume

    Sem rosa sem nada.

    MORAES, Vinícius de. Rosa de Hiroxima. In: Antologia poética. São Paulo:Companhia das Letras, 1992. p.196


    Imagem da questão de Literatura, UEG 2019, Estilística
    DALI, Salvador. A face da guerra, Óleo sobre tela, 1940. Disponível em: https://www.todamateria.com.br/obras-de-salvador-dali/. Acesso em: 09 out. 2019

    A imagem se deixa ler por meio de formas vigorosas, cujo efeito é aterrador, ao passo que o poema, em alguns versos, se dirige de forma apelativa ao leitor, como se verifica no
    Escolha uma alternativa para a questão 6694282e-c3
  • Linguagens

    Literatura

    Leia o poema e observe a imagem a seguir para responder à questão.     

    Pensem nas crianças

    Mudas telepáticas

    Pensem nas meninas

    Cegas inexatas

    Pensem nas mulheres

    Rotas alteradas

    Pensem nas feridas

    Como rosas cálidas

    Mas oh não se esqueçam

    Da rosa da rosa

    Da rosa de Hiroxima

    A rosa hereditária

    A rosa radioativa

    Estúpida e inválida

    A rosa com cirrose

    A antirrosa atômica

    Sem cor sem perfume

    Sem rosa sem nada.

    MORAES, Vinícius de. Rosa de Hiroxima. In: Antologia poética. São Paulo:Companhia das Letras, 1992. p.196


    Imagem da questão de Literatura, UEG 2019, Escolas Literárias
    DALI, Salvador. A face da guerra, Óleo sobre tela, 1940. Disponível em: https://www.todamateria.com.br/obras-de-salvador-dali/. Acesso em: 09 out. 2019

    A pintura apresentada foi criada na década de 1940, e o poema-canção, mesmo tendo sido composto em 1954, tem como referente uma cena de genocídio ocorrida nessa mesma década, de 1940. Desse modo, tanto a pintura quanto o poema-canção dialogam com o contexto histórico da
    Escolha uma alternativa para a questão 66979a16-c3
  • Linguagens

    Inglês

    Leia o texto e responda à questão.

    This is how the way the world measures success in education is changing
        Since 2000 when the Organization for Economic Co-operation and Development (OECD) launched a global academic benchmark for measuring student outcomes by testing 15-year-olds, many global education systems have been impacted by what sometimes looks and feels like a race to rank high.
        When the OECD launched the Programme for International Student Assessment — PISA — the idea was to enable countries to make cross-national comparisons of student achievement using a common/standard metric to increase human capital. In other words, higher academic achievement should corelate with earnings in the future and a country’s standard of living. As PISA states, it publishes the results of the test a year after the students are tested to help governments shape their education policies.
        As PISA has developed, through seven global testing rounds every three years, with the first in 2000 and the most recent in 2018, for some it has gained a reputation as the “Olympics of education” given the widespread attention that country rankings receive following the release of results.
        Now, partly in the face of criticisms, PISA is looking at expanding how and what it tests. As this process unfolds, policy-makers must remember that the social consequences of a test are just as important as the test’s content. Putting a new face on PISA will undoubtedly present various opportunities and challenges.
        To date, PISA has been restricted to what is generally called the “cognitive” side of learning, focusing on reading, mathematics and scientific literacy. In addition to test questions, students and school principals fill out questionnaires to provide contextual information on student and school environment characteristics that can be associated with more or less favourable performance.
        Countries that excel in PISA tests, such as Finland, a country with less than six million people, have become regarded by policy-makers as a “global reference society” — an ideal to aspire to — due to their high performance in PISA rankings.
        Asian countries or jurisdictions like Singapore, Hong Kong (China) and Japan tend to consistently achieve exceptional PISA performances and hence get a lot of attention from other countries wishing to emulate their success via borrowing policy. For example, England flew teachers out to China to study mathematics teaching.
        In the next administration in 2021, PISA will tackle creative thinking, trying to find ways to assess, and have students assess, flexibility in thinking and habits of creativity such as being inquisitive and persistent. The PISA team is also developing a way of testing students’ digital learning, which should be ready in time for the 2024 assessment.
        However, it should be remembered that education policies from high achieving nations don’t migrate across international boundaries without consideration given to national and cultural contexts. Rather, innovations and changes in education require teachers to have the time and opportunity to re-educate themselves in relation to more recent insights in what it means to get the best out of children.
        The OECD will need to respond to previous critiques and provide greater transparency around newer test instruments and the choices made to arrive at rankings. The latter is no small challenge since the future focus of PISA is based on topics which seem more difficult to evaluate than math, science or reading skills.
    Disponível em: https://www.weforum.org/agenda/2019/04/new-global-testing-standards-will-force-countries-to-revisit-academic-rankings/. Acesso em: 25 jun. 2019. (Adaptado).
    According to the information in the text, the global education systems are assessed by PISA and it is
    Escolha uma alternativa para a questão b5eba010-c4
  • Linguagens

    Inglês

    Leia o texto e responda à questão.

    This is how the way the world measures success in education is changing
        Since 2000 when the Organization for Economic Co-operation and Development (OECD) launched a global academic benchmark for measuring student outcomes by testing 15-year-olds, many global education systems have been impacted by what sometimes looks and feels like a race to rank high.
        When the OECD launched the Programme for International Student Assessment — PISA — the idea was to enable countries to make cross-national comparisons of student achievement using a common/standard metric to increase human capital. In other words, higher academic achievement should corelate with earnings in the future and a country’s standard of living. As PISA states, it publishes the results of the test a year after the students are tested to help governments shape their education policies.
        As PISA has developed, through seven global testing rounds every three years, with the first in 2000 and the most recent in 2018, for some it has gained a reputation as the “Olympics of education” given the widespread attention that country rankings receive following the release of results.
        Now, partly in the face of criticisms, PISA is looking at expanding how and what it tests. As this process unfolds, policy-makers must remember that the social consequences of a test are just as important as the test’s content. Putting a new face on PISA will undoubtedly present various opportunities and challenges.
        To date, PISA has been restricted to what is generally called the “cognitive” side of learning, focusing on reading, mathematics and scientific literacy. In addition to test questions, students and school principals fill out questionnaires to provide contextual information on student and school environment characteristics that can be associated with more or less favourable performance.
        Countries that excel in PISA tests, such as Finland, a country with less than six million people, have become regarded by policy-makers as a “global reference society” — an ideal to aspire to — due to their high performance in PISA rankings.
        Asian countries or jurisdictions like Singapore, Hong Kong (China) and Japan tend to consistently achieve exceptional PISA performances and hence get a lot of attention from other countries wishing to emulate their success via borrowing policy. For example, England flew teachers out to China to study mathematics teaching.
        In the next administration in 2021, PISA will tackle creative thinking, trying to find ways to assess, and have students assess, flexibility in thinking and habits of creativity such as being inquisitive and persistent. The PISA team is also developing a way of testing students’ digital learning, which should be ready in time for the 2024 assessment.
        However, it should be remembered that education policies from high achieving nations don’t migrate across international boundaries without consideration given to national and cultural contexts. Rather, innovations and changes in education require teachers to have the time and opportunity to re-educate themselves in relation to more recent insights in what it means to get the best out of children.
        The OECD will need to respond to previous critiques and provide greater transparency around newer test instruments and the choices made to arrive at rankings. The latter is no small challenge since the future focus of PISA is based on topics which seem more difficult to evaluate than math, science or reading skills.
    Disponível em: https://www.weforum.org/agenda/2019/04/new-global-testing-standards-will-force-countries-to-revisit-academic-rankings/. Acesso em: 25 jun. 2019. (Adaptado).
    Considerando-se os aspectos semânticos presentes no texto, verifica-se que a construção
    Escolha uma alternativa para a questão b5f01c40-c4
  • Linguagens

    Inglês

    Leia o texto e responda à questão.

    This is how the way the world measures success in education is changing
        Since 2000 when the Organization for Economic Co-operation and Development (OECD) launched a global academic benchmark for measuring student outcomes by testing 15-year-olds, many global education systems have been impacted by what sometimes looks and feels like a race to rank high.
        When the OECD launched the Programme for International Student Assessment — PISA — the idea was to enable countries to make cross-national comparisons of student achievement using a common/standard metric to increase human capital. In other words, higher academic achievement should corelate with earnings in the future and a country’s standard of living. As PISA states, it publishes the results of the test a year after the students are tested to help governments shape their education policies.
        As PISA has developed, through seven global testing rounds every three years, with the first in 2000 and the most recent in 2018, for some it has gained a reputation as the “Olympics of education” given the widespread attention that country rankings receive following the release of results.
        Now, partly in the face of criticisms, PISA is looking at expanding how and what it tests. As this process unfolds, policy-makers must remember that the social consequences of a test are just as important as the test’s content. Putting a new face on PISA will undoubtedly present various opportunities and challenges.
        To date, PISA has been restricted to what is generally called the “cognitive” side of learning, focusing on reading, mathematics and scientific literacy. In addition to test questions, students and school principals fill out questionnaires to provide contextual information on student and school environment characteristics that can be associated with more or less favourable performance.
        Countries that excel in PISA tests, such as Finland, a country with less than six million people, have become regarded by policy-makers as a “global reference society” — an ideal to aspire to — due to their high performance in PISA rankings.
        Asian countries or jurisdictions like Singapore, Hong Kong (China) and Japan tend to consistently achieve exceptional PISA performances and hence get a lot of attention from other countries wishing to emulate their success via borrowing policy. For example, England flew teachers out to China to study mathematics teaching.
        In the next administration in 2021, PISA will tackle creative thinking, trying to find ways to assess, and have students assess, flexibility in thinking and habits of creativity such as being inquisitive and persistent. The PISA team is also developing a way of testing students’ digital learning, which should be ready in time for the 2024 assessment.
        However, it should be remembered that education policies from high achieving nations don’t migrate across international boundaries without consideration given to national and cultural contexts. Rather, innovations and changes in education require teachers to have the time and opportunity to re-educate themselves in relation to more recent insights in what it means to get the best out of children.
        The OECD will need to respond to previous critiques and provide greater transparency around newer test instruments and the choices made to arrive at rankings. The latter is no small challenge since the future focus of PISA is based on topics which seem more difficult to evaluate than math, science or reading skills.
    Disponível em: https://www.weforum.org/agenda/2019/04/new-global-testing-standards-will-force-countries-to-revisit-academic-rankings/. Acesso em: 25 jun. 2019. (Adaptado).
    Considerando-se os aspectos linguísticos e estruturais presentes no texto, constata-se que
    Escolha uma alternativa para a questão b5f364f0-c4
  • Linguagens

    Inglês

    Observe o infográfico a seguir para responder à questão.

    Imagem da questão de Inglês, UEG 2019, Interpretação de texto | Reading comprehension
    Disponível em: https://www.iema.net/wed18/wedresources. Acesso em: 25 jun. 2019.

    Considerando-se as informações expressas na imagem e nas sentenças presentes no infográfico, verifica-se que a
    Escolha uma alternativa para a questão b5f6c79c-c4
  • Linguagens

    Português

    Leia o texto a seguir para responder à questão.

    Figura 1 de 2 da questão de Português, UEG 2019, Gêneros Textuais
    Figura 2 de 2 da questão de Português, UEG 2019, Gêneros Textuais
    AGÊNCIA AFP. Planeta "potencialmente habitável" é descoberto em novo sistema solar. Disponível em: https://noticias.uol.com.br/ciencia/ultimasnoticias/afp/2019/08/01/planeta-potencialmente-habitavel-e-descoberto-em-novo-sistema-solar.htm. Acesso em: 05 ago. 2019. 

    Em relação ao gênero, esse texto é
    Escolha uma alternativa para a questão b5f9f80f-c4
  • Linguagens

    Português

    Leia o texto a seguir para responder à questão.

    Figura 1 de 2 da questão de Português, UEG 2019, Interpretação de Textos
    Figura 2 de 2 da questão de Português, UEG 2019, Interpretação de Textos
    AGÊNCIA AFP. Planeta "potencialmente habitável" é descoberto em novo sistema solar. Disponível em: https://noticias.uol.com.br/ciencia/ultimasnoticias/afp/2019/08/01/planeta-potencialmente-habitavel-e-descoberto-em-novo-sistema-solar.htm. Acesso em: 05 ago. 2019. 

    A utilização da palavra “potencialmente” (no título e na linha 21) indica que as frases em que ocorre referem-se a:
    Escolha uma alternativa para a questão b5fd899e-c4
  • Linguagens

    Português

    Leia o texto a seguir para responder à questão.

    Figura 1 de 2 da questão de Português, UEG 2019, Interpretação de Textos
    Figura 2 de 2 da questão de Português, UEG 2019, Interpretação de Textos
    AGÊNCIA AFP. Planeta "potencialmente habitável" é descoberto em novo sistema solar. Disponível em: https://noticias.uol.com.br/ciencia/ultimasnoticias/afp/2019/08/01/planeta-potencialmente-habitavel-e-descoberto-em-novo-sistema-solar.htm. Acesso em: 05 ago. 2019. 

    Dentre os critérios mencionados para medir a possibilidade de existência de seres vivos em um planeta, o mais importante, segundo o texto, é
    Escolha uma alternativa para a questão b601baf8-c4
  • Linguagens

    Português

    Leia o texto a seguir para responder à questão.

    Figura 1 de 2 da questão de Português, UEG 2019, Coesão e coerência
    Figura 2 de 2 da questão de Português, UEG 2019, Coesão e coerência
    AGÊNCIA AFP. Planeta "potencialmente habitável" é descoberto em novo sistema solar. Disponível em: https://noticias.uol.com.br/ciencia/ultimasnoticias/afp/2019/08/01/planeta-potencialmente-habitavel-e-descoberto-em-novo-sistema-solar.htm. Acesso em: 05 ago. 2019. 

    O pronome “ele” (linha 32), refere-se a qual item do último parágrafo (linhas 30-32) do texto?
    Escolha uma alternativa para a questão b6052aa2-c4
  • Linguagens

    Literatura

    Observe a imagem e leia o poema a seguir para responder à questão.

    Imagem da questão de Literatura, UEG 2019, Escolas Literárias
    AMARAL, Tarsila do. Abaporu (1928), Óleo sobre tela. Disponível em: https://www.historiadasartes.com/salados-professores/abaporu-de-tarsila-do-amaral/. Acesso em: 25 jun. 2019.

    Aristocracia
    O conde de Lautréamont
    era tão conde quanto eu
    que sendo o nobre Drummond
    valho menos que um plebeu.
    ANDRADE, Carlos Drummond de. Farewell. 6. ed. Rio de Janeiro: Record, 1998. p. 28. 
    Em termos artísticos, a pintora Tarsila do Amaral e o poeta Carlos Drummond de Andrade têm em comum sua participação
    Escolha uma alternativa para a questão b607e9d8-c4