Espanhol
Interpretação de Texto | Comprensión de LecturaUFPR · 2011MédioEntre para guardar nos favoritosLas tiritas a continuación te servirán para contestar a la cuestione.
(Disponível em: http://www.gaturro.com/)
Questões do ENEM: Linguagens e nível médio
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1216B1C3-B2 La palabra “compusaurio” da a entender que:1211035D-B2 Espanhol
Interpretação de Texto | Comprensión de LecturaUFPR · 2011MédioEntre para guardar nos favoritosLas tiritas a continuación te servirán para contestar a la cuestione.
(Disponível em: http://www.gaturro.com/)
Considerando las dos tiras, identifique las afirmativas que siguen como verdaderas (V) o falsas (F):( ) En la tira 1 se observa la relación de intimidad entre el usuario y la computadora.( ) En la tira 2 se constata la dependencia del ordenador vivida por la sociedad contemporánea.( ) Las tiras tratan de diferentes maneras de involucrarse con las nuevas tecnologías.( ) Los personajes enfrentan las mismas dificultades con las nuevas tecnologías.Señala la alternativa que presenta la secuencia correcta, de arriba para abajo.CA83A23F-B1 Português
Interpretação de TextosUFGD · 2011MédioEntre para guardar nos favoritosLeia o texto a seguir, um gráfico publicado na Revista Nova Escola (Nº 231, Abril, 2010), interprete-o e responda à questão proposta.
Considerando os dados do gráfico, assinale a alternativa correta.
CA6D39DC-B1 Português
Interpretação de TextosUFGD · 2011MédioEntre para guardar nos favoritosA imagem a seguir reproduz um cartaz utilizado em campanhas contra a exploração sexual infantil no Brasil. Analise a imagem, considerando o texto verbal e o não-verbal, e avalie as afirmativas.
I. O principal recurso linguístico utilizado para a construção de sentido é o emprego de palavra polissêmica que provoca uma ambiguidade intencional.II. A palavra''pena'' provoca ambiguidade nas duas vezes em que aparece no cartaz.III. A tarja nos olhos do urso de pelúcia pode remeter à recomendação de se proteger a identidade de crianças e/ou adolescentes que estejam envolvidas em situações constrangedoras.IV. A tarja nos olhos do urso de pelúcia remete ao universo policial e pode indicar que crianças e/ou adolescentes também estão sujeitas a cometer crimes.Está correto apenas o que se afirma em
CA5C8E03-B1 Português
Interpretação de TextosUFGD · 2011MédioEntre para guardar nos favoritosA respeito do enredo de Ensaio sobre a cegueira, de José Saramago, assinale a alternativa correta.CA5752AB-B1 Português
Interpretação de TextosUFGD · 2011MédioEntre para guardar nos favoritosLeia os fragmentos a seguir, selecionados do livro Silvino Jacques: O último dos bandoleiros, de Brígido Ibanhes.''O cidadão Silvino Helmiro Jacques, também conhecido como Silvino Hermiro Jacques, Sylvino Jacques, nasceu em 17 de fevereiro de 1906, no Rincão de Santana, distrito de Camaquã, município de São Borja, na região das Missões do Estado do Rio Grande do Sul. Era um dos filhos de Leão Pedro Jacques e de Máxima Santa Ana Jacques e afilhado de Getúlio Dornelles Vargas. Seu pai trabalhava como carneador no sítio do eminente estadista quando do seu nascimento''.''Nessa viagem iam o Aniceto, o Bernabé, o Chico Espinosa e outro porterenho num comboio de quatro carretas. Eles retornaram de Porto Murtinho, chegando ao anoitecer na região do Carandazinho. Na hora que desatrelavam as juntas de bois tambeiros, avistaram os cavaleiros que vinham pela trilha do lado de Porteiras.Foram se achegando devagar e apearam a alguma distância. Largaram os cavalos no pasto e se encaminharam em direção às carretas. Aniceto reconheceu o Silvino e o Pedro Cruz, equipados para viagem.- Vocês já tomaram mate? – perguntou o capitão.- Ainda não... – respondeu Bernabé, convidandoos a se ajeitarem que ele já ia servi-los. Por cortesia e hospitalidade o mascate atendia bem a todos e a qualquer viajante que poderia acabar lhe comprando alguma mercadoria''.A partir dos trechos destacados, pode-se afirmar que essa obra é
CA4CEB8D-B1 Inglês
Interpretação de texto | Reading comprehensionUFGD · 2011MédioEntre para guardar nos favoritosO texto a seguir é a reprodução da parte inicial de um artigo publicado pela rede CNN. Você irá usá-lo para responder à questão.
(Disponível em:<http://money.cnn.com/2011/10/14/markets/premarket/index.html>. Acesso em: 14 out. 2011).
Relacionando as informações oferecidas pelo excerto acima, pode-se afirmar queCA3D31FD-B1 Inglês
Adjetivos | AdjectivesUFGD · 2011MédioEntre para guardar nos favoritosRead the New York Times article and answer question.Eating Disorders a New Front in Insurance FightBy ANDREW POLLACKPublished: October 13, 2011People with eating disorders like anorexia have opened up a new battleground in the insurance wars, testing the boundaries of laws mandating equivalent coverage for mental illnesses.Through claims and court cases, those with severe cases of anorexia or bulimia are fighting insurers to pay for stays in residential treatment centers, arguing that the centers offer around-the-clock monitoring so that patients do not forgo eating or purge their meals.But in the last few years, some insurance companies have re-emphasized that they do not cover residential treatment for eating disorders or other mental or emotional conditions. The insurers consider residential treatments not only costly — sometimes reaching more than $1,000 a day — but unproven and more akin to education than to medicine. Even some doctors who treat eating disorders concede there are few studies proving that residential care is effective, although they believe it has value.(Disponível em: <http://www.nytimes.com/2011/10/14/business/ruling-offers-hope-to-eating-disorder-sufferers.html?hp>. Acesso em: 5 out. 2011).
Which is the best option to replace the adjective „akin to‟ in the article?38F66500-B0 Inglês
Interpretação de texto | Reading comprehensionUFPR · 2011MédioEntre para guardar nos favoritosSchool Curriculum Falls Short on Bigger Lessons
By Tara PARKER-POPE
Now that children are back in the classroom, are they really learning the lessons that will help them succeed?
Many child development experts worry that the answer may be no. They say the ever-growing emphasis on academic performance and test scores means many children aren’t developing life skills like self-control, motivation, focus and resilience, which are far better predictors of long-term success than high grades. And it may be distorting their and their parents’ values.
In one set of studies, children who solved math puzzles were praised for their intelligence or for their hard work. The first group actually did worse on subsequent tests, or took an easy way out, shunning difficult problems. The research suggests that praise for a good effort encourages harder work, while children who are consistently told they are smart do not know what to do when confronted with a difficult problem or reading assignment.
Academic achievement can certainly help children succeed, and for parents there can be a fine line between praising effort and praising performance. Words need to be chosen carefully: Instead of saying, “I’m so proud you got an ‘A’ on your test”, a better choice is “I’m so proud of you for studying so hard”. Both replies rightly celebrate the ‘A’, but the second focuses on the effort that produced it, encouraging the child to keep trying in the future.
Praise outside of academics matters, too. Instead of asking your child how many points she scored on the basketball court, say, “Tell me about the game. Did you have fun? Did you play hard?”. Parents also need to teach their children that they do not have to be good at everything, and there is something to be learned when a child struggles or gets a poor grade despite studying hard. One strategy is to teach children that the differences between easy and difficult subjects can provide useful information about their goals and interests. Subjects they enjoy and excel in may become the focus of their careers. Challenging but interesting classes or sports can become hobbies.
(Adapted from www.nyt.com)
Consider the following statements:
1. Parents should tell their children they do not have to be good at everything.
2. Parents should try to praise their children in their everyday life.
3. Being successful at school is more important than outside of academic matters.
4. Students with a higher performance at school are encouraged to win games.
5. Parents should help their kids see the difference between easy and difficult subjects.
6. Easy subjects may become the focus of someone’s career.
Which of the statements above are TRUE, according to the text?
38F27598-B0 Inglês
Interpretação de texto | Reading comprehensionUFPR · 2011MédioEntre para guardar nos favoritosSchool Curriculum Falls Short on Bigger Lessons
By Tara PARKER-POPE
Now that children are back in the classroom, are they really learning the lessons that will help them succeed?
Many child development experts worry that the answer may be no. They say the ever-growing emphasis on academic performance and test scores means many children aren’t developing life skills like self-control, motivation, focus and resilience, which are far better predictors of long-term success than high grades. And it may be distorting their and their parents’ values.
In one set of studies, children who solved math puzzles were praised for their intelligence or for their hard work. The first group actually did worse on subsequent tests, or took an easy way out, shunning difficult problems. The research suggests that praise for a good effort encourages harder work, while children who are consistently told they are smart do not know what to do when confronted with a difficult problem or reading assignment.
Academic achievement can certainly help children succeed, and for parents there can be a fine line between praising effort and praising performance. Words need to be chosen carefully: Instead of saying, “I’m so proud you got an ‘A’ on your test”, a better choice is “I’m so proud of you for studying so hard”. Both replies rightly celebrate the ‘A’, but the second focuses on the effort that produced it, encouraging the child to keep trying in the future.
Praise outside of academics matters, too. Instead of asking your child how many points she scored on the basketball court, say, “Tell me about the game. Did you have fun? Did you play hard?”. Parents also need to teach their children that they do not have to be good at everything, and there is something to be learned when a child struggles or gets a poor grade despite studying hard. One strategy is to teach children that the differences between easy and difficult subjects can provide useful information about their goals and interests. Subjects they enjoy and excel in may become the focus of their careers. Challenging but interesting classes or sports can become hobbies.
(Adapted from www.nyt.com)
According to the text, how should parents react to their children’s performance?38EDC6F1-B0 Inglês
Interpretação de texto | Reading comprehensionUFPR · 2011MédioEntre para guardar nos favoritosSchool Curriculum Falls Short on Bigger Lessons
By Tara PARKER-POPE
Now that children are back in the classroom, are they really learning the lessons that will help them succeed?
Many child development experts worry that the answer may be no. They say the ever-growing emphasis on academic performance and test scores means many children aren’t developing life skills like self-control, motivation, focus and resilience, which are far better predictors of long-term success than high grades. And it may be distorting their and their parents’ values.
In one set of studies, children who solved math puzzles were praised for their intelligence or for their hard work. The first group actually did worse on subsequent tests, or took an easy way out, shunning difficult problems. The research suggests that praise for a good effort encourages harder work, while children who are consistently told they are smart do not know what to do when confronted with a difficult problem or reading assignment.
Academic achievement can certainly help children succeed, and for parents there can be a fine line between praising effort and praising performance. Words need to be chosen carefully: Instead of saying, “I’m so proud you got an ‘A’ on your test”, a better choice is “I’m so proud of you for studying so hard”. Both replies rightly celebrate the ‘A’, but the second focuses on the effort that produced it, encouraging the child to keep trying in the future.
Praise outside of academics matters, too. Instead of asking your child how many points she scored on the basketball court, say, “Tell me about the game. Did you have fun? Did you play hard?”. Parents also need to teach their children that they do not have to be good at everything, and there is something to be learned when a child struggles or gets a poor grade despite studying hard. One strategy is to teach children that the differences between easy and difficult subjects can provide useful information about their goals and interests. Subjects they enjoy and excel in may become the focus of their careers. Challenging but interesting classes or sports can become hobbies.
(Adapted from www.nyt.com)
What did the study mentioned in the text show?38E8CC0F-B0 Inglês
Interpretação de texto | Reading comprehensionUFPR · 2011MédioEntre para guardar nos favoritosSchool Curriculum Falls Short on Bigger Lessons
By Tara PARKER-POPE
Now that children are back in the classroom, are they really learning the lessons that will help them succeed?
Many child development experts worry that the answer may be no. They say the ever-growing emphasis on academic performance and test scores means many children aren’t developing life skills like self-control, motivation, focus and resilience, which are far better predictors of long-term success than high grades. And it may be distorting their and their parents’ values.
In one set of studies, children who solved math puzzles were praised for their intelligence or for their hard work. The first group actually did worse on subsequent tests, or took an easy way out, shunning difficult problems. The research suggests that praise for a good effort encourages harder work, while children who are consistently told they are smart do not know what to do when confronted with a difficult problem or reading assignment.
Academic achievement can certainly help children succeed, and for parents there can be a fine line between praising effort and praising performance. Words need to be chosen carefully: Instead of saying, “I’m so proud you got an ‘A’ on your test”, a better choice is “I’m so proud of you for studying so hard”. Both replies rightly celebrate the ‘A’, but the second focuses on the effort that produced it, encouraging the child to keep trying in the future.
Praise outside of academics matters, too. Instead of asking your child how many points she scored on the basketball court, say, “Tell me about the game. Did you have fun? Did you play hard?”. Parents also need to teach their children that they do not have to be good at everything, and there is something to be learned when a child struggles or gets a poor grade despite studying hard. One strategy is to teach children that the differences between easy and difficult subjects can provide useful information about their goals and interests. Subjects they enjoy and excel in may become the focus of their careers. Challenging but interesting classes or sports can become hobbies.
(Adapted from www.nyt.com)
Are these statements TRUE (T) or FALSE (F), according to the text?
( ) Schools tend to emphasize academic performance and test scores.
( ) Students should develop life skills, such as self-control, ambition, and competitiveness.
( ) Getting high grades does not necessarily mean that the student will be successful in life.
( ) The emphasis on academic performance is not supported by parents at all.
( ) Long-term success is usually achieved by students who get high grades.
Mark the alternative which presents the correct sequence, from top to bottom.
38E48A0F-B0 Inglês
Interpretação de texto | Reading comprehensionUFPR · 2011MédioEntre para guardar nos favoritosJorge Mario Pedro Vargas Llosa, was born on March 28, 1936, in the Peruvian provincial city of Arequipa. He is a writer, politician, journalist, essayist, and Nobel Prize laureate. Vargas Llosa is one of Latin America's most significant novelists and essayists, and one of the leading authors of his generation. Some critics consider him to have had a larger international impact and worldwide audience than any other writer of the Latin American Boom. He was awarded the 2010 Nobel Prize in Literature "for his cartography of structures of power and his trenchant images of the individual's resistance, revolt, and defeat".
Vargas Llosa rose to fame in the 1960s with novels such as The Time of the Hero (La ciudad y los perros, literally The City and the Dogs, 1963/1966), The Green House (La casa verde, 1965/1968), and the monumental Conversation in the Cathedral (Conversación en la catedral, 1969/1975). He writes prolifically across an array of literary genres, including literary criticism and journalism. His novels include comedies, murder mysteries, historical novels, and political thrillers. Several, such as Captain Pantoja and the Special Service (1973/1978) and Aunt Julia and the Scriptwriter (1977/1982), have been adapted as feature films.
Many of Vargas Llosa's works are influenced by the writer's perception of Peruvian society and his own experiences as a native Peruvian. Increasingly, however, he has expanded his range, and tackled themes that arise from other parts of the world. Another change over the course of his career has been a shift from a style and approach associated with literary modernism, to a sometimes playful postmodernism.
Like many Latin American authors, Vargas Llosa has been politically active throughout his career; over the course of his life, he has gradually moved from the political left towards liberalism or neoliberalism, a definitively more conservative political position. While he initially supported the Cuban revolutionary government of Fidel Castro, Vargas Llosa later became disenchanted with the Cuban dictator and his authoritarian regime. He ran for the Peruvian presidency in 1990 with the center-right Frente Democrático (FREDEMO) coalition, advocating neoliberal reforms.
(Adapted from www.wikipedia.org)
According to the text, Vargas Llosa:38E11AA7-B0 Inglês
Interpretação de texto | Reading comprehensionUFPR · 2011MédioEntre para guardar nos favoritosJorge Mario Pedro Vargas Llosa, was born on March 28, 1936, in the Peruvian provincial city of Arequipa. He is a writer, politician, journalist, essayist, and Nobel Prize laureate. Vargas Llosa is one of Latin America's most significant novelists and essayists, and one of the leading authors of his generation. Some critics consider him to have had a larger international impact and worldwide audience than any other writer of the Latin American Boom. He was awarded the 2010 Nobel Prize in Literature "for his cartography of structures of power and his trenchant images of the individual's resistance, revolt, and defeat".
Vargas Llosa rose to fame in the 1960s with novels such as The Time of the Hero (La ciudad y los perros, literally The City and the Dogs, 1963/1966), The Green House (La casa verde, 1965/1968), and the monumental Conversation in the Cathedral (Conversación en la catedral, 1969/1975). He writes prolifically across an array of literary genres, including literary criticism and journalism. His novels include comedies, murder mysteries, historical novels, and political thrillers. Several, such as Captain Pantoja and the Special Service (1973/1978) and Aunt Julia and the Scriptwriter (1977/1982), have been adapted as feature films.
Many of Vargas Llosa's works are influenced by the writer's perception of Peruvian society and his own experiences as a native Peruvian. Increasingly, however, he has expanded his range, and tackled themes that arise from other parts of the world. Another change over the course of his career has been a shift from a style and approach associated with literary modernism, to a sometimes playful postmodernism.
Like many Latin American authors, Vargas Llosa has been politically active throughout his career; over the course of his life, he has gradually moved from the political left towards liberalism or neoliberalism, a definitively more conservative political position. While he initially supported the Cuban revolutionary government of Fidel Castro, Vargas Llosa later became disenchanted with the Cuban dictator and his authoritarian regime. He ran for the Peruvian presidency in 1990 with the center-right Frente Democrático (FREDEMO) coalition, advocating neoliberal reforms.
(Adapted from www.wikipedia.org)
According to the text, Vargas Llosa’s writings:38DB892E-B0 Inglês
Interpretação de texto | Reading comprehensionUFPR · 2011MédioEntre para guardar nos favoritosJorge Mario Pedro Vargas Llosa, was born on March 28, 1936, in the Peruvian provincial city of Arequipa. He is a writer, politician, journalist, essayist, and Nobel Prize laureate. Vargas Llosa is one of Latin America's most significant novelists and essayists, and one of the leading authors of his generation. Some critics consider him to have had a larger international impact and worldwide audience than any other writer of the Latin American Boom. He was awarded the 2010 Nobel Prize in Literature "for his cartography of structures of power and his trenchant images of the individual's resistance, revolt, and defeat".
Vargas Llosa rose to fame in the 1960s with novels such as The Time of the Hero (La ciudad y los perros, literally The City and the Dogs, 1963/1966), The Green House (La casa verde, 1965/1968), and the monumental Conversation in the Cathedral (Conversación en la catedral, 1969/1975). He writes prolifically across an array of literary genres, including literary criticism and journalism. His novels include comedies, murder mysteries, historical novels, and political thrillers. Several, such as Captain Pantoja and the Special Service (1973/1978) and Aunt Julia and the Scriptwriter (1977/1982), have been adapted as feature films.
Many of Vargas Llosa's works are influenced by the writer's perception of Peruvian society and his own experiences as a native Peruvian. Increasingly, however, he has expanded his range, and tackled themes that arise from other parts of the world. Another change over the course of his career has been a shift from a style and approach associated with literary modernism, to a sometimes playful postmodernism.
Like many Latin American authors, Vargas Llosa has been politically active throughout his career; over the course of his life, he has gradually moved from the political left towards liberalism or neoliberalism, a definitively more conservative political position. While he initially supported the Cuban revolutionary government of Fidel Castro, Vargas Llosa later became disenchanted with the Cuban dictator and his authoritarian regime. He ran for the Peruvian presidency in 1990 with the center-right Frente Democrático (FREDEMO) coalition, advocating neoliberal reforms.
(Adapted from www.wikipedia.org)
Which of these statements DOES NOT CORRESPOND to information given in the text about Vargas Llosa?383A574C-B0 Literatura
Escolas LiteráriasUFPR · 2011MédioEntre para guardar nos favoritos“Incompreensível mulher! / A noite a vira bacante infrene, calcando aos pés lascivos o pudor e a dignidade, ostentar o vício na maior torpeza do cinismo, com toda a hediondez de sua beleza. A manhã a encontrava tímida menina, amante casta e ingênua, bebendo num olhar a felicidade que dera, e suplicando o perdão da felicidade que recebera.” (José de Alencar, em Lucíola)
Em relação ao romance Lucíola, considere as seguintes afirmativas:
1. Para Lúcia, a prostituição funciona como autopunição, na medida em que reforça o sentimento de culpa pela pureza perdida e valorizada.
2. O idealismo romântico convive com a aguda percepção da importância da posição social, do conflito entre dinheiro e virtude e com o realismo das descrições sem reticências.
3. O romance de Alencar coloca a literatura em relevo, através das obras citadas, da crítica de Lúcia à Dama das Camélias e da referência às leituras permitidas às mulheres.
4. O abandono da vida anterior não é purificação suficiente, razão pela qual o corpo manchado pelo vício deve morrer junto com o fruto do amor impossível.
Assinale a alternativa correta.
3834661A-B0 Literatura
Escolas LiteráriasUFPR · 2011MédioEntre para guardar nos favoritosConsiderando os contos de Urupês, de Monteiro Lobato, e o romance Inocência, de Visconde de Taunay, assinale a alternativa correta.382B90A1-B0 Português
Interpretação de TextosUFPR · 2011MédioEntre para guardar nos favoritosA sentença “Ele anda ouvindo música” pode ser interpretada de duas formas: a) ele ouve música enquanto caminha – neste caso, o verbo “andar” funciona como verbo pleno, significando “caminhar”; b) a atividade de ele ouvir música tem se repetido ultimamente – neste caso, o verbo “andar” se esvazia de seu sentido pleno e funciona como elemento gramatical, um auxiliar. Podemos identificar no português outros verbos que podem ter esses dois usos: um com seu sentido lexical pleno e outro funcionando como elemento gramatical. Tendo isso em vista, considere os conjuntos de sentenças abaixo:
1. Ele chegou na festa e bagunçou o tempo todo.
Ele chegou a interferir no processo, mas foi neutralizado.
2. Ela está querendo comer camarão.
Ela está querendo ficar doente.
3. O que ela fez com a faca que estava no chão? Ela pegou e guardou na gaveta.
Como ele agiu quando se deparou com o grupo? Ah, ele pegou e foi batendo em todo mundo.
4. Todos trabalham pela causa.
Eles trabalham vendendo computadores.
Em qualquer caso, independente do contexto, o verbo grifado pode ser interpretado com sentido lexical pleno em ambas as ocorrências:
381C1C7B-B0 Português
Interpretação de TextosUFPR · 2011MédioEntre para guardar nos favoritos
(BENETT, Gazetadopovo.com.br, acesso em 09/08/2011.)
Para entender a charge de Benett, são necessários alguns conhecimentos extras. O texto abaixo ajuda-nos nessa direção.
O Flautista de Hamelin é um conto folclórico reescrito pela primeira vez pelos Irmãos Grimm e que narra um desastre incomum acontecido na cidade de Hamelin, na Alemanha, em 26 de junho de 1284.
Em 1284, a cidade de Hamelin estava sofrendo com uma infestação de ratos. Um dia, chega à cidade um homem que reivindica ser um "caçador de ratos", dizendo ter a solução para o problema. Prometeram-lhe um bom pagamento em troca dos ratos – uma moeda pela cabeça de cada um. O homem aceitou o acordo, pegou uma flauta e hipnotizou os ratos, afogando-os no rio Weser.
Apesar de obter sucesso, o povo da cidade abjurou a promessa feita, recusando-se a pagar o "caçador de ratos", afirmando que ele não havia apresentado as cabeças. O homem deixou a cidade, mas retornou várias semanas depois e, enquanto os habitantes estavam na igreja, tocou novamente sua flauta, atraindo dessa vez as crianças de Hamelin. Cento e trinta meninos e meninas seguiram-no para fora da cidade, onde foram enfeitiçados e trancados em uma caverna. Na cidade, só ficaram opulentos habitantes, repletos celeiros e bem cheias despensas, protegidas por sólidas muralhas e um imenso manto de silêncio e tristeza.
E foi isso que se sucedeu há muitos, muitos anos, na deserta e vazia cidade de Hamelin, onde, por mais que se procure, nunca se encontra nem um rato, nem uma criança.
(http://pt.wikipedia.org/wiki/O_Flautista_de_Hamelin, acesso em 10/08/2011.)
O que “seria mais fácil se tivesse uma flauta”?380D74F0-B0 Português
Interpretação de TextosUFPR · 2011MédioEntre para guardar nos favoritos(BENETT, Gazetadopovo.com.br, acesso em 09/08/2011.)
Para entender a charge de Benett, são necessários alguns conhecimentos extras. O texto abaixo ajuda-nos nessa direção.
O Flautista de Hamelin é um conto folclórico reescrito pela primeira vez pelos Irmãos Grimm e que narra um desastre incomum acontecido na cidade de Hamelin, na Alemanha, em 26 de junho de 1284.
Em 1284, a cidade de Hamelin estava sofrendo com uma infestação de ratos. Um dia, chega à cidade um homem que reivindica ser um "caçador de ratos", dizendo ter a solução para o problema. Prometeram-lhe um bom pagamento em troca dos ratos – uma moeda pela cabeça de cada um. O homem aceitou o acordo, pegou uma flauta e hipnotizou os ratos, afogando-os no rio Weser.
Apesar de obter sucesso, o povo da cidade abjurou a promessa feita, recusando-se a pagar o "caçador de ratos", afirmando que ele não havia apresentado as cabeças. O homem deixou a cidade, mas retornou várias semanas depois e, enquanto os habitantes estavam na igreja, tocou novamente sua flauta, atraindo dessa vez as crianças de Hamelin. Cento e trinta meninos e meninas seguiram-no para fora da cidade, onde foram enfeitiçados e trancados em uma caverna. Na cidade, só ficaram opulentos habitantes, repletos celeiros e bem cheias despensas, protegidas por sólidas muralhas e um imenso manto de silêncio e tristeza.
E foi isso que se sucedeu há muitos, muitos anos, na deserta e vazia cidade de Hamelin, onde, por mais que se procure, nunca se encontra nem um rato, nem uma criança.
(http://pt.wikipedia.org/wiki/O_Flautista_de_Hamelin, acesso em 10/08/2011.)
Observando que a personagem da charge representa a presidente Dilma Roussef, considere as seguintes afirmativas:
1. Tanto na charge como no conto, os ratos constituem uma metáfora que deve ser interpretada da mesma maneira.
2. A fala da presidente Dilma na charge retoma elementos apresentados no segundo parágrafo do conto.
3. A cena critica a falta de ação da presidente do Brasil frente a problemas sociais de diferentes ordens.
4. A intertextualidade da charge com o conto é confirmada principalmente pelos elementos verbais.
Assinale a alternativa correta.