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0595B19A-C4 UNICEF reports that, for the first time, global childhood obesity has surpassed underweight rates, with one in ten school-aged children now obese, about 188 million worldwide. Meanwhile, one in five children under 19 years old globally, or 391 million, is overweight.Kids are considered overweight if they carry excess weight for their age, sex and height, while obesity is a more severe form that greatly increases the risk of serious health problems later in life. Between year 2000 and 2022, obesity rates among those aged 5 to 19 more than tripled from 3% to 9.4%, while underweight cases fell.The shift is driven by the rise of ultra-processed foods, which are replacing fruits, vegetables and proteins. Obesity hotspots are emerging worldwide, especially in low and middle-income countries still battling undernutrition, while wealthy nations like the United States, United Arab Emirates and Chile also show high rates. Pacific Island nations face the highest prevalence, with up to 40% of youth obese.The crisis is fueled by aggressive junk food marketing, with 75% of children exposed weekly. Obesity raises risks of diabetes, heart disease and cancer. UNICEF is calling for urgent restrictions on unhealthy food marketing and school bans, warning of severe health impacts for the next generation.Fox News. Deirdre Bardolf. 13 Sep 2025. Adapted.Which of the following factors is identified as a main cause of the global rise in childhood obesity?058ACF0B-C4 Inglês
Interpretação de texto | Reading comprehensionCentro Universitário das Faculdades Associadas de Ensino · 2025Muito fácilEntre para guardar nos favoritosThe British Medical Journal published a study which showed that 1 billion young people were at risk of hearing loss.Researchers shared their analysis of data from 2000 to 2021 on unsafe listening practices. If the volume is too loud for too long, headphones, a concert, or even a restaurant could cause irreversible damage. Young people are complaining about persistent ringing in their ears, although their hearing tests look normal. However, several years later, their hearing reduces.The loud sounds damage sensory cells in the cochlea, the snail-looking part in the inner ear. Once these cells die, you can’t get them back. 85 decibels sound like a blender, 100 decibels sound like a subway train and 120 decibels sound like a concert or a siren.According to experts, 85 decibels during a 40- hour work week is the maximum safe limit. Just 2.5 hours of 92 decibels can damage your ears. However, only one episode of intense noise exposure can lead to lifelong hearing loss.Young people lose hearing. News in Levels. 06 Aug 2025. Adapted.What is the main idea of the text?2FFC86EF-C4 Inglês
Interpretação de texto | Reading comprehensionCentro Universitário das Faculdades Associadas de Ensino · 2025Muito fácilEntre para guardar nos favoritosA doctor says to a patient: "You should rest for two days."What does the doctor want the patient to do?2FEE188F-C4 Literatura
Escolas LiteráriasCentro Universitário das Faculdades Associadas de Ensino · 2025Muito fácilEntre para guardar nos favoritosDorama é uma forma de produção audiovisual típica do leste e sudeste da Ásia, frequentemente centrada em amores impossíveis que enfrentam barreiras sociais e traumas psicológicos. De maneira semelhante, a literatura brasileira do século XIX também explorou intensamente o tema do amor trágico, marcado por sofrimentos e obstáculos sociais.O poema abaixo é de Álvares de Azevedo (1831-1852), escritor brasileiro que pertenceu à segunda geração ___________, conhecida como “Mal do Século”:AmorAmemos! quero de amorViver no teu coração!Sofrer e amar essa dorQue desmaia de paixão!Na tu’alma, em teus encantosE na tua palidezE nos teus ardentes prantosSuspirar de languidez!A alternativa correta para preencher a lacuna, identificando o movimento literário ao qual o autor pertencia, é:3DE17D90-C4 Inglês
Interpretação de texto | Reading comprehensionFaculdade Municipal Professor Franco Montoro - São Paulo · 2025Muito fácilEntre para guardar nos favoritosRecent research suggests that about one in seven life-threatening allergic reactions are caused by foods not currently listed on mandatory allergen labels.Food allergies are rising, yet regulations, such as the European Union’s 14-item allergen list from 2011, have not been updated in years.To identify overlooked triggers, Dominique Sabouraud-Leclerc and colleagues analyzed 2999 cases of food-induced anaphylaxis reported between 2002 and 2023 to the Allergy-Vigilance Network. They found that goat or sheep milk, buckwheat, peas, lentils, pine nuts, kiwi, apples, beehive products and alpha-gal (a sugar that can trigger an allergy to red meat and other mammalian products) were responsible for about 14% of reactions. Goat and sheep cheese caused particularly severe outcomes, including two deaths, and hidden exposures in processed foods increased risks.Based on these findings, the researchers recommend adding goat and sheep milk products, peas, lentils, buckwheat and pine nuts to Europe’s mandatory allergen labelling. They argue that clearer information is crucial for protecting allergic individuals and could inspire broader international policy updates.New Scientist. Christa Lesté-Lasserre. 20 Aug 2025. Adapted.Which foods were found to cause the most severe allergic reactions, including two deaths?8B22DB53-AB Literatura
Escolas LiteráriasUCB · 2025Muito fácilEntre para guardar nos favoritosTexto para a questão.

José de Alencar. Iracema. Série prazer de ler, n.º 4.
Brasília: Câmara dos Deputados, Edições Câmara, 2013.
(originalmente publicado em 1865).
Uma das principais características da estética romântica presente no texto, extraído do romance Iracema, é4373E232-68 Português
Interpretação de TextosUEG · 2025Muito fácilEntre para guardar nos favoritosLeia o texto a seguir para responder à questão.

De acordo com os pesquisadores citados no texto, a alexitimia é um problema de saúde psíquica que está associado ao
A00570C5-67 Português
Interpretação de TextosUEG · 2025Muito fácilEntre para guardar nos favoritosTexto I
Entendo que poesia é negócio de grande responsabilidade, e não considero honesto rotular-se poeta quem apenas verseje por dor de cotovelo, falta de dinheiro ou momentânea tomada de contato com as forças líricas do mundo, sem se entregar aos trabalhos cotidianos e secretos da técnica, da leitura, da contemplação e mesmo da ação. Até os poetas se armam, e um poeta desarmado é, mesmo, um ser à mercê das inspirações fáceis, dócil às modas e compromissos.
ANDRADE, Carlos Drummond de. Prosa seleta. Rio de Janeiro: Nova Aguilar, 2003.
Texto II
POESIA
Gastei uma hora pensando um verso
que a pena não quer escrever.
No entanto ele está cá dentro
inquieto, vivo.
Ele está cá dentro
e não quer sair.
Mas a poesia deste momento
inunda minha vida inteira.
ANDRADE, Carlos Drummond de. Nova reunião: 23 livros de poesia. São Paulo: Companhia das Letras, 2015. p. 24.
Texto III
O LUTADOR
Lutar com palavras
é a luta mais vã.
Entanto lutamos
mal rompe a manhã.
São muitas, eu pouco.
[...]
Mas lúcido e frio,
apareço e tento
apanhar algumas
para meu sustento
num dia de vida.
Deixam-se enlaçar,
tontas à carícia
e súbito fogem
[...].
Insisto, solerte.
Busco persuadi-las.
[...]
Sem me ouvir deslizam,
perpassam levíssimas
e viram-me o rosto.
Lutar com palavras
parece sem fruto.
Não têm carne e sangue…
Entretanto, luto.
Palavra, palavra
(digo exasperado),
se me desafias,
aceito o combate.
[...]
Luto corpo a corpo,
luto todo o tempo,
sem maior proveito
que o da caça ao vento.
[...]
Iludo-me às vezes,
pressinto que a entrega
se consumará.
Já vejo palavras
em coro submisso,
esta me ofertando
seu velho calor,
aquela sua glória
feita de mistério,
outra seu desdém,
outra seu ciúme,
e um sapiente amor
me ensina a fruir
de cada palavra
a essência captada,
o sutil queixume.
[...].
O ciclo do dia
ora se conclui
e o inútil duelo
jamais se resolve.
O teu rosto belo,
ó palavra, esplende
na curva da noite
que toda me envolve.
Tamanha paixão
e nenhum pecúlio.
Cerradas as portas,
a luta prossegue
nas ruas do sono.
Andrade, Carlos Drummond de. Nova reunião: 23 livros de poesia. São Paulo: Companhia das Letras, 2015. p. 104-105.
Texto IV
PROCURA DA POESIA
Não faças versos sobre acontecimentos.
Não há criação nem morte perante a poesia.
Diante dela, a vida é um sol estático,
não aquece nem ilumina.
As afinidades, os aniversários, os incidentes pessoais não
contam.
Não faças poesia com o corpo,
esse excelente, completo e confortável corpo, tão infenso à
efusão lírica.
Tua gota de bile, tua careta de gozo ou dor no escuro
são indiferentes.
Não me reveles teus sentimentos,
que se prevalecem de equívoco e tentam a longa viagem.
O que pensas e sentes, isso ainda não é poesia.
Não cantes tua cidade, deixa-a em paz.
O canto não é o movimento das máquinas nem o segredo
das casas.
Não é música ouvida de passagem, rumor do mar nas ruas
junto à linha de espuma.
O canto não é a natureza
nem os homens em sociedade.
Para ele, chuva e noite, fadiga e esperança nada
significam.
A poesia (não tires poesia das coisas)
elide sujeito e objeto.
Não dramatizes, não invoques,
não indagues. Não percas tempo em mentir.
Não te aborreças.
Teu iate de marfim, teu sapato de diamante,
vossas mazurcas e abusões, vossos esqueletos de família
desaparecem na curva do tempo, é algo imprestável.
Não recomponhas
tua sepultada e merencória infância.
Não osciles entre o espelho e a
memória em dissipação.
Que se dissipou, não era poesia.
Que se partiu, cristal não era.
Penetra surdamente no reino das palavras.
Lá estão os poemas que esperam ser escritos.
Estão paralisados, mas não há desespero,
há calma e frescura na superfície intata.
Ei-los sós e mudos, em estado de dicionário.
Convive com teus poemas, antes de escrevê-los.
Tem paciência, se obscuros. Calma, se te provocam.
Espera que cada um se realize e consume
com seu poder de palavra
e seu poder de silêncio.
Não forces o poema a desprender-se do limbo.
Não colhas no chão o poema que se perdeu.
Não adules o poema. Aceita-o
como ele aceitará sua forma definitiva e concentrada
no espaço.
Chega mais perto e contempla as palavras.
Cada uma
tem mil faces secretas sob a face neutra
e te pergunta, sem interesse pela resposta,
pobre ou terrível que lhe deres:
Trouxeste a chave?
Repara:
ermas de melodia e conceito
elas se refugiaram na noite, as palavras.
Ainda úmidas e impregnadas de sono,
rolam num rio difícil e se transformam em despreza.
ANDRADE, Carlos Drummond de. Nova reunião: 23 livros de poesia. São Paulo: Companhia das Letras, 2015. p. 104-105.
Os poemas Poesia (Texto II) e Procura da poesia (Texto IV) se referem, respectivamente, à ideia de que o verso está inerte na interioridade subjetiva do poeta e à ideia de que os poemas estão adormecidos em algum lugar da língua. Identifique os versos que expressam, respectivamente, essas duas ideias.9FFD6114-67 Literatura
Gêneros LiteráriosUEG · 2025Muito fácilEntre para guardar nos favoritosTexto I
Entendo que poesia é negócio de grande responsabilidade, e não considero honesto rotular-se poeta quem apenas verseje por dor de cotovelo, falta de dinheiro ou momentânea tomada de contato com as forças líricas do mundo, sem se entregar aos trabalhos cotidianos e secretos da técnica, da leitura, da contemplação e mesmo da ação. Até os poetas se armam, e um poeta desarmado é, mesmo, um ser à mercê das inspirações fáceis, dócil às modas e compromissos.
ANDRADE, Carlos Drummond de. Prosa seleta. Rio de Janeiro: Nova Aguilar, 2003.
Texto II
POESIA
Gastei uma hora pensando um verso
que a pena não quer escrever.
No entanto ele está cá dentro
inquieto, vivo.
Ele está cá dentro
e não quer sair.
Mas a poesia deste momento
inunda minha vida inteira.
ANDRADE, Carlos Drummond de. Nova reunião: 23 livros de poesia. São Paulo: Companhia das Letras, 2015. p. 24.
Texto III
O LUTADOR
Lutar com palavras
é a luta mais vã.
Entanto lutamos
mal rompe a manhã.
São muitas, eu pouco.
[...]
Mas lúcido e frio,
apareço e tento
apanhar algumas
para meu sustento
num dia de vida.
Deixam-se enlaçar,
tontas à carícia
e súbito fogem
[...].
Insisto, solerte.
Busco persuadi-las.
[...]
Sem me ouvir deslizam,
perpassam levíssimas
e viram-me o rosto.
Lutar com palavras
parece sem fruto.
Não têm carne e sangue…
Entretanto, luto.
Palavra, palavra
(digo exasperado),
se me desafias,
aceito o combate.
[...]
Luto corpo a corpo,
luto todo o tempo,
sem maior proveito
que o da caça ao vento.
[...]
Iludo-me às vezes,
pressinto que a entrega
se consumará.
Já vejo palavras
em coro submisso,
esta me ofertando
seu velho calor,
aquela sua glória
feita de mistério,
outra seu desdém,
outra seu ciúme,
e um sapiente amor
me ensina a fruir
de cada palavra
a essência captada,
o sutil queixume.
[...].
O ciclo do dia
ora se conclui
e o inútil duelo
jamais se resolve.
O teu rosto belo,
ó palavra, esplende
na curva da noite
que toda me envolve.
Tamanha paixão
e nenhum pecúlio.
Cerradas as portas,
a luta prossegue
nas ruas do sono.
Andrade, Carlos Drummond de. Nova reunião: 23 livros de poesia. São Paulo: Companhia das Letras, 2015. p. 104-105.
Texto IV
PROCURA DA POESIA
Não faças versos sobre acontecimentos.
Não há criação nem morte perante a poesia.
Diante dela, a vida é um sol estático,
não aquece nem ilumina.
As afinidades, os aniversários, os incidentes pessoais não
contam.
Não faças poesia com o corpo,
esse excelente, completo e confortável corpo, tão infenso à
efusão lírica.
Tua gota de bile, tua careta de gozo ou dor no escuro
são indiferentes.
Não me reveles teus sentimentos,
que se prevalecem de equívoco e tentam a longa viagem.
O que pensas e sentes, isso ainda não é poesia.
Não cantes tua cidade, deixa-a em paz.
O canto não é o movimento das máquinas nem o segredo
das casas.
Não é música ouvida de passagem, rumor do mar nas ruas
junto à linha de espuma.
O canto não é a natureza
nem os homens em sociedade.
Para ele, chuva e noite, fadiga e esperança nada
significam.
A poesia (não tires poesia das coisas)
elide sujeito e objeto.
Não dramatizes, não invoques,
não indagues. Não percas tempo em mentir.
Não te aborreças.
Teu iate de marfim, teu sapato de diamante,
vossas mazurcas e abusões, vossos esqueletos de família
desaparecem na curva do tempo, é algo imprestável.
Não recomponhas
tua sepultada e merencória infância.
Não osciles entre o espelho e a
memória em dissipação.
Que se dissipou, não era poesia.
Que se partiu, cristal não era.
Penetra surdamente no reino das palavras.
Lá estão os poemas que esperam ser escritos.
Estão paralisados, mas não há desespero,
há calma e frescura na superfície intata.
Ei-los sós e mudos, em estado de dicionário.
Convive com teus poemas, antes de escrevê-los.
Tem paciência, se obscuros. Calma, se te provocam.
Espera que cada um se realize e consume
com seu poder de palavra
e seu poder de silêncio.
Não forces o poema a desprender-se do limbo.
Não colhas no chão o poema que se perdeu.
Não adules o poema. Aceita-o
como ele aceitará sua forma definitiva e concentrada
no espaço.
Chega mais perto e contempla as palavras.
Cada uma
tem mil faces secretas sob a face neutra
e te pergunta, sem interesse pela resposta,
pobre ou terrível que lhe deres:
Trouxeste a chave?
Repara:
ermas de melodia e conceito
elas se refugiaram na noite, as palavras.
Ainda úmidas e impregnadas de sono,
rolam num rio difícil e se transformam em despreza.
ANDRADE, Carlos Drummond de. Nova reunião: 23 livros de poesia. São Paulo: Companhia das Letras, 2015. p. 104-105.
Considerando-se o conteúdo temático, os poemas Poesia (Texto II), O lutador (Texto III) e Procura da poesia (Texto IV) podem sem classificados como textos9FE69ECC-67 Inglês
Interpretação de texto | Reading comprehensionUEG · 2025Muito fácilEntre para guardar nos favoritosLeia o texto a seguir para responder à questão.We often hear older generations talk about how much more difficult they had it when they were young—and doctors are no exception. It’s not uncommon to hear older physicians and younger physicians argue about whose training was more difficult. But how does medical school today actually compare to medical school in the past? Let’s explore both sides of the argument to determine who had it tougher.Medical students today have much more information to learn compared to previous years. According to a 2011 article, the doubling time of medical knowledge in 1950 was approximately 50 years. In 1980, it was 7 years. In 2010, it was 3.5 years.And today, medical knowledge is believed to double every 2-3 months.Although there is a lag between the primary literature and the information that is added to medical school curricula, students are still learning much more information today than in previous years. Despite these vast increases in knowledge, medical school is still the same duration that it has been for decades. Students complete 2 years of preclinical coursework followed by 2 years of clinicals. This means that students have to cram much more learning into those 4 short years.That being said, the way that today’s medical students learn is very different than what it was for students in the past. We have a much better understanding of how to optimize learning today. People have developed countless methods to be more efficient with studying. From the Pomodoro method to the Feynman technique and spaced repetition, we have hacked our study strategies so that we can learn more in less time.In the past, medical students had to flip through their textbooks or notes to find the information they needed. Nowadays, you can take out your phone, put your question into Google, and have more information than you could want on whatever topic you’re trying to learn.Beyond the amount of information and resources, however, there is also the fact that many schools nowadays are transitioning to pass-fail curriculums. In fact, within the last year, USMLE Step 1, which has long been the most important test in determining your competitiveness for residency, has also become pass-fail.The goal of these changes has been to decrease stress and burnout among students as research has shown that student wellbeing is enhanced and academic performance is not negatively affected by pass-fail curriculums. That being said, due to the nature of these curricula, students may need to spend more time on extracurricular activities such as research and leadership to stand out for residency applications.In addition, just because medical school curriculums and Step 1 are pass-fail doesn’t make them easy. Students must still put in significant time and effort to pass while managing their other activities. As such it can be difficult to gauge how much time to put into medical school classes vs studying for boards vs extracurricular activities. Achieving the perfect balance between all of these responsibilities can often feel near impossible.Disponível em: https://medschoolinsiders.com/pre-med/medical-school-today-vs-in-the-past/. Acesso em: 7 maio 2025. (Adaptado).According to the text, medical students, in the past,9FE4147F-67 Inglês
Interpretação de texto | Reading comprehensionUEG · 2025Muito fácilEntre para guardar nos favoritosLeia o texto a seguir para responder à questão.We often hear older generations talk about how much more difficult they had it when they were young—and doctors are no exception. It’s not uncommon to hear older physicians and younger physicians argue about whose training was more difficult. But how does medical school today actually compare to medical school in the past? Let’s explore both sides of the argument to determine who had it tougher.Medical students today have much more information to learn compared to previous years. According to a 2011 article, the doubling time of medical knowledge in 1950 was approximately 50 years. In 1980, it was 7 years. In 2010, it was 3.5 years.And today, medical knowledge is believed to double every 2-3 months.Although there is a lag between the primary literature and the information that is added to medical school curricula, students are still learning much more information today than in previous years. Despite these vast increases in knowledge, medical school is still the same duration that it has been for decades. Students complete 2 years of preclinical coursework followed by 2 years of clinicals. This means that students have to cram much more learning into those 4 short years.That being said, the way that today’s medical students learn is very different than what it was for students in the past. We have a much better understanding of how to optimize learning today. People have developed countless methods to be more efficient with studying. From the Pomodoro method to the Feynman technique and spaced repetition, we have hacked our study strategies so that we can learn more in less time.In the past, medical students had to flip through their textbooks or notes to find the information they needed. Nowadays, you can take out your phone, put your question into Google, and have more information than you could want on whatever topic you’re trying to learn.Beyond the amount of information and resources, however, there is also the fact that many schools nowadays are transitioning to pass-fail curriculums. In fact, within the last year, USMLE Step 1, which has long been the most important test in determining your competitiveness for residency, has also become pass-fail.The goal of these changes has been to decrease stress and burnout among students as research has shown that student wellbeing is enhanced and academic performance is not negatively affected by pass-fail curriculums. That being said, due to the nature of these curricula, students may need to spend more time on extracurricular activities such as research and leadership to stand out for residency applications.In addition, just because medical school curriculums and Step 1 are pass-fail doesn’t make them easy. Students must still put in significant time and effort to pass while managing their other activities. As such it can be difficult to gauge how much time to put into medical school classes vs studying for boards vs extracurricular activities. Achieving the perfect balance between all of these responsibilities can often feel near impossible.Disponível em: https://medschoolinsiders.com/pre-med/medical-school-today-vs-in-the-past/. Acesso em: 7 maio 2025. (Adaptado).According to the text, medical students, nowadays,72A9C304-4A Inglês
Interpretação de texto | Reading comprehensionEnsino Einstein · 2025Muito fácilEntre para guardar nos favoritosLeia o texto para responder à questão.
In my research recently published in an open access journal, I used a popular language model, GPT-4 by OpenAI, to create simple summaries of scientific papers. These summaries generated by artificial intelligence (AI) used simpler language and more common words, like “job” instead of “occupation”, than summaries written by the researchers who had done the work.
In one experiment, I found that readers of the AI-generated summaries had a better understanding of the science than readers of the human-written summaries. A second experiment investigated what effects the simpler summaries might have on people’s perceptions of the scientists who performed the research. In this experiment, participants rated the scientists whose work was described in the simpler texts as more credible than the scientists whose work was described in the more complex texts.
Have you ever read about a scientific discovery and felt like it was written in a foreign language? New scientific information is probably hard to understand — especially if you try to read a science article in a research journal. In an era where understanding science is crucial for informed decision- -making, the abilities to comprehend and communicate complex ideas are more important than ever. Trust in science has been declining for years, and one contributing factor may be the challenge of understanding scientific jargon.
As AI continues to evolve, its role in science communication may expand, especially if using generative AI becomes more commonplace. Simple science descriptions are preferable to and more beneficial than complex ones, and AI tools can help. But scientists could also achieve the same goals by working harder to minimize jargon and communicate clearly — no AI necessary.
(David Markowitz. https://theconversation.com, 30.10.2024. Adaptado.)
No trecho do último parágrafo “scientists could also achieve the same goals by working harder”, o termo sublinhado indica72A7048D-4A Inglês
Interpretação de texto | Reading comprehensionEnsino Einstein · 2025Muito fácilEntre para guardar nos favoritosLeia o texto para responder à questão.
In my research recently published in an open access journal, I used a popular language model, GPT-4 by OpenAI, to create simple summaries of scientific papers. These summaries generated by artificial intelligence (AI) used simpler language and more common words, like “job” instead of “occupation”, than summaries written by the researchers who had done the work.
In one experiment, I found that readers of the AI-generated summaries had a better understanding of the science than readers of the human-written summaries. A second experiment investigated what effects the simpler summaries might have on people’s perceptions of the scientists who performed the research. In this experiment, participants rated the scientists whose work was described in the simpler texts as more credible than the scientists whose work was described in the more complex texts.
Have you ever read about a scientific discovery and felt like it was written in a foreign language? New scientific information is probably hard to understand — especially if you try to read a science article in a research journal. In an era where understanding science is crucial for informed decision- -making, the abilities to comprehend and communicate complex ideas are more important than ever. Trust in science has been declining for years, and one contributing factor may be the challenge of understanding scientific jargon.
As AI continues to evolve, its role in science communication may expand, especially if using generative AI becomes more commonplace. Simple science descriptions are preferable to and more beneficial than complex ones, and AI tools can help. But scientists could also achieve the same goals by working harder to minimize jargon and communicate clearly — no AI necessary.
(David Markowitz. https://theconversation.com, 30.10.2024. Adaptado.)
De acordo com o terceiro parágrafo, a queda no nível de confiança na ciência por parte do público leigo deve-se, entre outros motivos, à729AB9FF-4A Literatura
EstilísticaEnsino Einstein · 2025Muito fácilEntre para guardar nos favoritosLeia o soneto de Luís de Camões para responder à questão.
Quem diz que Amor é falso ou enganoso,
ligeiro, ingrato, vão, desconhecido,
sem falta1 lhe terá bem merecido
que lhe seja cruel ou rigoroso.
Amor é brando2 , é doce e é piadoso3 .
Quem o contrário diz não seja crido;
seja por cego e apaixonado tido,
e aos homens, e inda4 aos deuses, odioso.
Se males faz Amor, em mim se veem;
em mim mostrando todo o seu rigor,
ao mundo quis mostrar quanto podia.
Mas todas suas iras são de amor;
todos estes seus males são um bem,
que eu por todo outro bem não trocaria.
(Luís de Camões. Sonetos: antologia comentada, 2012.)
1 sem falta: sem dúvida.
2 brando: manso, meigo.
3 piadoso: piedoso.
4 inda: ainda.
Rimas ricas são aquelas que ocorrem entre palavras de classes gramaticais diferentes. Constitui um exemplo de rima rica a que ocorre entre:72860F79-4A Português
MorfologiaEnsino Einstein · 2025Muito fácilEntre para guardar nos favoritosExamine a tirinha de Rafa Figueiredo, publicada em 27.01.2023, para responder à questão.

(www.defeitodefabrica.com)
Mantendo o sentido geral da tirinha, caso a fala estivesse no plural, dirigindo-se a “vocês”, os verbos assumiriam as seguintes formas:518871D5-47 Inglês
Interpretação de texto | Reading comprehensionFAME · 2025Muito fácilEntre para guardar nos favoritosINSTRUCTION: Read the following text to answer the question.
Neuroplasticity: How the brain changes with learning
You cannot learn something without storing it in some form of memory for future use. From neuroscience, we know that memories are encoded by physical changes in the brain. In other words, your brain changes physically whenever you learn anything, and your brain continues to be moulded by experience and learning throughout your life.
Executive summary
• Your brain is never fixed but continues to change with learning and experience throughout your life.
• Most learning in the brain involves rewiring or making and strengthening connections between neurons, the cells of your brain most crucial for learning.
• In most regions of the brain, the only neurons you will have throughout all of your life are already present at birth. Your brain does continue to grow new neurons in at least one very small but potentially important area for learning, but this is very new research and the role of these new neurons for learning is not yet known.
• Neuroplasticity is important for all learning – much of the neuroscience research on neuroplasticity is related to how the brain recovers from injury or damage – but some of the same principles apply to how the brain changes with learning throughout all of life.
Learning and memory and changes in the brain
Let us start with a simple logical argument, to dispel myths and show that logically, of course, your brain is changing with learning:
Learning and memory are necessarily closely linked. You cannot learn something without storing it in some form of memory for use in the future, either for recall as new knowledge or improvement in skills. From neuroscience, we know that memories are encoded by physical changes in the brain (although we still debate exactly what it is that changes and how). Your brain therefore changes physically whenever anything is learnt, and so your experiences and learning throughout all of life change and mould your brain.
There is a common brain myth or popular perception that the brain becomes fully developed sometime in early childhood, implying that nothing further changes, and that further changes in the brain with development in childhood and adolescence are somehow biologically determined, leading to a fully developed state at adulthood.
In reality, the way your brain develops is determined both by your genetics and by your learning and experiences. Biological does not mean predetermined. Your brain is shaped by your experiences and is never fixed but continues to change along with learning across the lifespan.
Available at: https://solportal.ibe-unesco.org/articles/neuroplasticityhow-the-brain-changes-with-learning/. Accessed on: March 1st, 2025.
What is the relationship between learning and memory, as described in the text?5185DEDD-47 Inglês
Interpretação de texto | Reading comprehensionFAME · 2025Muito fácilEntre para guardar nos favoritosINSTRUCTION: Read the following text to answer the question.
Neuroplasticity: How the brain changes with learning
You cannot learn something without storing it in some form of memory for future use. From neuroscience, we know that memories are encoded by physical changes in the brain. In other words, your brain changes physically whenever you learn anything, and your brain continues to be moulded by experience and learning throughout your life.
Executive summary
• Your brain is never fixed but continues to change with learning and experience throughout your life.
• Most learning in the brain involves rewiring or making and strengthening connections between neurons, the cells of your brain most crucial for learning.
• In most regions of the brain, the only neurons you will have throughout all of your life are already present at birth. Your brain does continue to grow new neurons in at least one very small but potentially important area for learning, but this is very new research and the role of these new neurons for learning is not yet known.
• Neuroplasticity is important for all learning – much of the neuroscience research on neuroplasticity is related to how the brain recovers from injury or damage – but some of the same principles apply to how the brain changes with learning throughout all of life.
Learning and memory and changes in the brain
Let us start with a simple logical argument, to dispel myths and show that logically, of course, your brain is changing with learning:
Learning and memory are necessarily closely linked. You cannot learn something without storing it in some form of memory for use in the future, either for recall as new knowledge or improvement in skills. From neuroscience, we know that memories are encoded by physical changes in the brain (although we still debate exactly what it is that changes and how). Your brain therefore changes physically whenever anything is learnt, and so your experiences and learning throughout all of life change and mould your brain.
There is a common brain myth or popular perception that the brain becomes fully developed sometime in early childhood, implying that nothing further changes, and that further changes in the brain with development in childhood and adolescence are somehow biologically determined, leading to a fully developed state at adulthood.
In reality, the way your brain develops is determined both by your genetics and by your learning and experiences. Biological does not mean predetermined. Your brain is shaped by your experiences and is never fixed but continues to change along with learning across the lifespan.
Available at: https://solportal.ibe-unesco.org/articles/neuroplasticityhow-the-brain-changes-with-learning/. Accessed on: March 1st, 2025.
Which of the following statements about brain development is emphasized in the text?51834744-47 Inglês
Interpretação de texto | Reading comprehensionFAME · 2025Muito fácilEntre para guardar nos favoritosINSTRUCTION: Read the following text to answer the question.
Neuroplasticity: How the brain changes with learning
You cannot learn something without storing it in some form of memory for future use. From neuroscience, we know that memories are encoded by physical changes in the brain. In other words, your brain changes physically whenever you learn anything, and your brain continues to be moulded by experience and learning throughout your life.
Executive summary
• Your brain is never fixed but continues to change with learning and experience throughout your life.
• Most learning in the brain involves rewiring or making and strengthening connections between neurons, the cells of your brain most crucial for learning.
• In most regions of the brain, the only neurons you will have throughout all of your life are already present at birth. Your brain does continue to grow new neurons in at least one very small but potentially important area for learning, but this is very new research and the role of these new neurons for learning is not yet known.
• Neuroplasticity is important for all learning – much of the neuroscience research on neuroplasticity is related to how the brain recovers from injury or damage – but some of the same principles apply to how the brain changes with learning throughout all of life.
Learning and memory and changes in the brain
Let us start with a simple logical argument, to dispel myths and show that logically, of course, your brain is changing with learning:
Learning and memory are necessarily closely linked. You cannot learn something without storing it in some form of memory for use in the future, either for recall as new knowledge or improvement in skills. From neuroscience, we know that memories are encoded by physical changes in the brain (although we still debate exactly what it is that changes and how). Your brain therefore changes physically whenever anything is learnt, and so your experiences and learning throughout all of life change and mould your brain.
There is a common brain myth or popular perception that the brain becomes fully developed sometime in early childhood, implying that nothing further changes, and that further changes in the brain with development in childhood and adolescence are somehow biologically determined, leading to a fully developed state at adulthood.
In reality, the way your brain develops is determined both by your genetics and by your learning and experiences. Biological does not mean predetermined. Your brain is shaped by your experiences and is never fixed but continues to change along with learning across the lifespan.
Available at: https://solportal.ibe-unesco.org/articles/neuroplasticityhow-the-brain-changes-with-learning/. Accessed on: March 1st, 2025.
According to the text, what is the primary way learning changes the brain?518083AF-47 Inglês
Interpretação de texto | Reading comprehensionFAME · 2025Muito fácilEntre para guardar nos favoritosRead the following text.AbstractLearning and memory happen because of a special brain process called Hebbian plasticity. This process makes the connections between brain cells, called neurons, stronger when the neurons work together. These stronger connections help us think, learn new skills, and remember things. Scientists are studying how Hebbian plasticity works and using tools like transcranial magnetic stimulation (TMS) to change these brain cell connections without the need for surgery. By understanding Hebbian plasticity, researchers hope to find better ways to help people learn, improve memory, and even treat brain‑related problems like depression or memory loss.Available at: https://kids.frontiersin.org/articles/10.3389/ frym.2025.1425512. Accessed on: March 1st, 2025.A potential application of understanding Hebbian plasticity, described in the abstract, is517DE12F-47 Literatura
Escolas LiteráriasFAME · 2025Muito fácilEntre para guardar nos favoritosINSTRUÇÃO: Leia o texto a seguir para responder à questão.
Poética
Estou farto do lirismo comedido
Do lirismo bem comportado
Do lirismo funcionário público com livro de ponto expediente protocolo e manifestações de apreço ao Sr. Diretor.
Estou farto do lirismo que para e vai averiguar no dicionário o cunho vernáculo de um vocábulo.
Abaixo os puristas
[…]
Quero antes o lirismo dos loucos
O lirismo dos bêbados
O lirismo difícil e pungente dos bêbedos
O lirismo dos clowns de Shakespeare
– Não quero mais saber do lirismo que não é libertação.
BANDEIRA, Manuel. Poética. Disponível em: https://www. ufrgs.br/enunciarcotidianos/2017/04/11/poetica-manuelbandeira/. Acesso em: 25 fev. 2025. [Fragmento]
O poema de Manuel Bandeira é característico da Primeira Geração Modernista porque