Questões do ENEM: Linguagens e nível difícil

Use os filtros para chegar às questões que interessam. Cada resultado abre em uma página própria com enunciado, alternativas e gabarito.

Resultados

4.735 questões encontradas. Mostrando a página 31 de 237.

  • 27966F6F-C9

    Espanhol

    Interpretação de Texto | Comprensión de Lectura
    URCA · 2019DifícilEntre para guardar nos favoritos

    LA UNIDAD DEL ESPAÑOL


        En su intervención Villanueva ha descrito los momentos más transcendentales de la historia del español: «El primero es, obviamente, el fundacional, la constitución del romance castellano y su expansión por la Península ocupada por los árabes. El segundo comienza en 1492, el año de la Gramática de Nebrija, con la llegada de Colón a América. Y el tercero es el que hace del español una lengua ecuménica, la segunda por el número de hablantes nativos en todo el mundo: con este tercer momento me refiero al proceso de la independencia y constitución de las Repúblicas americanas a partir de finales del segundo decenio del siglo XIX».

        El director de la RAE ha subrayado que «en la unidad de nuestra lengua universal, bien perceptible hoy gracias a la fluida comunicación que la movilidad de las personas y la transmisión a través de los medios de nuestras respectivas hablas facilita, tuvo mucho que ver, en este trascendental siglo XIX, la labor académica».

        Darío Villanueva explicó que en 1871 se creó la Academia Colombiana de la Lengua, «la decana, detrás de la RAE, de las hoy existentes. La penúltima, cronológicamente hablando, sería precisamente la ANLE, constituida en 1973. La última establecida hasta el momento, ya en pleno siglo XXI, ha sido la del único país de África que tiene el español como lengua oficial: La Academia Ecuatoguineana. Sería de desear que esa nómina se cerrase con una vigesimocuarta Academia, que no sería otra que la del judeoespañol, la lengua que los judíos sefardíes, expulsados de España en 1492, mantuvieron viva hasta hoy en sus comunidades extendidas por gran parte de Europa, por el Imperio Otomano y algunos enclaves del Nuevo Mundo».

    Texto extraído de www.rae.es

    O texto mostra o desenvolvimento do espanhol. A difusão do referido idioma deu-se por causa:
    Escolha uma alternativa para a questão 27966f6f-c9
  • 27729B16-C9

    Português

    Interpretação de Textos
    URCA · 2019DifícilEntre para guardar nos favoritos
    Aquilo que na atualidade é entendido por Cultura geralmente não passa de uma Indústria Cultural. Observe o diálogo existente entre a afirmação dada e a tirinha a seguir; em seguida marque a opção que não está de acordo com as mensagens aqui expostas:

    Imagem da questão de Português, da prova de 2019
    Escolha uma alternativa para a questão 27729b16-c9
  • 55708ED2-C4

    Literatura

    Escolas Literárias
    UNIOESTE · 2019DifícilEntre para guardar nos favoritos
    Para responder a esta questão, leia os excertos abaixo:


    “Onde se viu ir ao cinema, de luto pesado! A dor já estava sendo cultivada pelas aparências, e eu, que sempre gostara apenas regularmente de meu pai, mais por instinto de filho que por espontaneidade de amor, me via a ponto de aborrecer o bom do morto”.

    “Voltei, abri a porta e ele ao me ver disse ‘não faça isso, doutor, só tenho o senhor no mundo’. Não acabou de falar ou se falou eu não ouvi, com o barulho do tiro”.

    “— Será que ele está vendo a gente de algum lugar? — perguntou o rapazinho. Olhou para o alto — o teto ainda de luz acesa —, como se a alma do morto estivesse por ali, observando-os; não viu nada, mas sentia como se a alma estivesse por ali”.

    “Ai, por que não fugi? Pegou a vassoura atrás da porta e me encheu de pancada. Me desviei, a criança ali nos braços, o cabo deu no canto da mesa e se quebrou”.


    Os fragmentos acima correspondem, respectivamente, aos seguintes contos:
    Escolha uma alternativa para a questão 55708ed2-c4
  • 5564342A-C4

    Literatura

    Escolas Literárias
    UNIOESTE · 2019DifícilEntre para guardar nos favoritos
    Leia atentamente o excerto do soneto “O acendedor de lampiões”, de Jorge de Lima, e assinale a opção CORRETA.


    “Triste ironia atroz que o senso humano irrita: –
    ele que doira a noite e ilumina a cidade,
    talvez não tenha luz na choupana em que habita.

    Tanta gente também nos outros insinua
    crenças, religiões, amor, felicidade,
    como este acendedor de lampiões da rua!” 
    Escolha uma alternativa para a questão 5564342a-c4
  • 555E29BA-C4

    Literatura

    Escolas Literárias
    UNIOESTE · 2019DifícilEntre para guardar nos favoritos
    Leia atentamente o fragmento abaixo, retirado do soneto “O incêndio de Roma”, de Olavo Bilac, e assinale a alternativa CORRETA.


                   “Nero, com o manto grego ondeando ao ombro, assoma
      entre os libertos, e ébrio, engrinaldada a fronte,
    lira em punho, celebra a destruição de Roma”.
    Escolha uma alternativa para a questão 555e29ba-c4
  • 553BECB9-C4

    Inglês

    Interpretação de texto | Reading comprehension
    UNIOESTE · 2019DifícilEntre para guardar nos favoritos
    Mark the CORRECT alternative according to the text.
    Escolha uma alternativa para a questão 553becb9-c4
  • B5F364F0-C4

    Inglês

    Aspectos linguísticos | Linguistic aspects
    UEG · 2019DifícilEntre para guardar nos favoritos
    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
  • B5F01C40-C4

    Inglês

    Tradução | Translation
    UEG · 2019DifícilEntre para guardar nos favoritos
    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
  • B5EBA010-C4

    Inglês

    Interpretação de texto | Reading comprehension
    UEG · 2019DifícilEntre para guardar nos favoritos
    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
  • 469C6773-C3

    Português

    Figuras de Linguagem
    UEG · 2019DifícilEntre para guardar nos favoritos

    Observe a performance artística e leia o poema a seguir para responder àsquestão.

    Imagem da questão de Português, da prova de 2019


    SCHWARZKOGLER, Rudolf . Repost (s.d.). Disponível em: https://www.jornale.com.br/single-post/2017/10/19/Repost-RudolfSchwarzkogler-limites-do-corpo-ao-pulo-para-morte---Blog-Quimera.

    Acesso em: 26 abr. 2019. 



    Teu corpo claro e perfeito,

    – Teu corpo de maravilha,

    Quero possuí-lo no leito

    Estreito da redondilha...


    Teu corpo é tudo o que cheira...

    Rosa... flor de laranjeira...


    Teu corpo, branco e macio,

    É como um véu de noivado...


    Teu corpo é pomo doirado...

    Rosal queimado do estio,

    Desfalecido em perfume...


    Teu corpo é a brasa do lume...


    Teu corpo é chama e flameja

    Como à tarde os horizontes...


    Como nas fontes

    A água clara que serpeja,

    Quem em antigas se derrama...


    Volúpia da água e da chama...


    A todo o momento o vejo...

    Teu corpo... a única ilha

    No oceano do meu desejo...


    Teu corpo é tudo o que brilha,

    Teu corpo é tudo o que cheira...

    Rosa, flor de laranjeira...


    BANDEIRA, Manuel. Poemeto erótico. In: Manuel Bandeira: poesia completa e prosa. 4. ed. Rio de Janeiro: Nova Aguilar,

    1985. p.156.

    Em relação ao tema de que trata o poema – o corpo –, a performance artística é configurada mediante um processo
    Escolha uma alternativa para a questão 469c6773-c3
  • 467C2AE9-C3

    Português

    Interpretação de Textos
    UEG · 2019DifícilEntre para guardar nos favoritos
    Leia o texto a seguir para responder à questão.

    Imagem da questão de Português, da prova de 2019
    Freud, no texto apresentado, constrói sua argumentação de modo
    Escolha uma alternativa para a questão 467c2ae9-c3
  • 46793CBB-C3

    Português

    Interpretação de Textos
    UEG · 2019DifícilEntre para guardar nos favoritos
    Observe os quadrinhos a seguir.

    Imagem da questão de Português, da prova de 2019
    Disponível em: http://psicologia-e-familia.blogspot.com/2012/04/charges-tirinhas-e-cartoons.html. Acesso em: 31 out. 2019.

    O sentido dos quadrinhos, e seu consequente efeito cômico, são obtidos a partir do uso
    Escolha uma alternativa para a questão 46793cbb-c3
  • 4675C065-C3

    Inglês

    Interpretação de texto | Reading comprehension
    UEG · 2019DifícilEntre para guardar nos favoritos

    Imagem da questão de Inglês, da prova de 2019

    Disponível em: https://www.who.int/mediacentre/events/2015/world-antibiotic-awareness-week/infographics/en/. Acesso em: 02 maio 2019.

    Considerando-se os elementos de escritura e forma da língua inglesa, constata-se que
    Escolha uma alternativa para a questão 4675c065-c3
  • 4672B2ED-C3

    Inglês

    Sinônimos | Synonyms
    UEG · 2019DifícilEntre para guardar nos favoritos

    Imagem da questão de Inglês, da prova de 2019

    Disponível em: https://www.who.int/mediacentre/events/2015/world-antibiotic-awareness-week/infographics/en/. Acesso em: 02 maio 2019.

    Considering the linguistics aspects presented in the infographic, we verify that
    Escolha uma alternativa para a questão 4672b2ed-c3
  • 466E9544-C3

    Inglês

    Tradução | Translation
    UEG · 2019DifícilEntre para guardar nos favoritos

    Leia o texto a seguir para responder à questão. 

    Artificial intelligence and the future of medicine

    Washington University researchers are working to develop artificial intelligence (AI) systems for health care, which have the potential to transform the diagnosis and treatment of diseases, helping to ensure that patients get the right treatment at the right time.
    In health care, artificial intelligence relies on the power of computers to sift through and make sense of reams of electronic data about patients—such as their ages, medical histories, health status, test results, medical images, DNA sequences, and many other sources of health information. AI excels at the complex identification of patterns in these reams of data, and it can do this at a scale and speed beyond human capacity. The hope is that this technology can be harnessed to help doctors and patients make better health-care decisions.


    Where are the first places we will start to see AI entering medical practice?

    One of the first applications of AI in patient care that we currently see is in imaging, to help improve the diagnosis of cancer or heart problems, for example. There are many types of imaging tests —X-rays, CT scans, MRIs and echocardiograms. But the underlying commonality in all those imaging methods is huge amounts of high-quality data. For AI to work well, it's best to have very complete data sets—no missing numbers, so to speak—and digital images provide that. Plus, the human eye is often blind to some of the patterns that could be present in these images—subtle changes in breast tissue over several years of mammograms, for example. There has been some interesting work done in recognizing early patterns of cancer or early patterns of heart failure that even a highly trained physician would not see.
    In many ways, we already have very simple forms of AI in the clinic now. We've had tools for a long time that identify abnormal rhythms in an EKG, for example. An abnormal heartbeat pattern triggers an alert to draw a clinician's attention. This is a computer trying to replicate a human being understanding that data and saying, "This doesn't look normal, you may need to address this problem." Now, we have the capacity to analyze much larger and more complex sources of data, such as the entire electronic health record and perhaps even data pulled from daily life, as more people track their sleep patterns or pulse rates with wearable devices, for example.


    What effect will this have on how doctors practice medicine?

    It's important to emphasize that these tools are never going to replace clinicians. These technologies will provide assistance, helping care providers see important signals in massive amounts of data that would otherwise remain hidden. But at the same time, there are levels of understanding that computers still can't and may never replicate. To take a treatment recommendation from an AI, even an excellent recommendation, and decide if it's right for the patient is inherently a human decision-making process. What are the patient's preferences? What are the patient's values? What does this mean for the patient's life and for his or her family? That's never going to be an AI function. As these AI systems slowly emerge, we may start to see the roles of physicians changing—in my opinion, in better ways. Doctors' roles may shift from being data collectors and analyzers to being interpreters and councilors for patients as they try to navigate their health. 
    Right now, the challenges we need to address as we try to bring AI into medical practice include improving the quality of the data that we feed into AI systems, developing ways to evaluate whether an AI system is actually better than standard of care, ensuring patient privacy and making sure not only that AI doesn't disrupt clinical work flow but in fact improves it. But if doctors do their jobs right and build these systems well, much of what we have described will become so ingrained in the system, people won't even refer to it separately as informatics or AI. It will just be medicine. 

    Disponível em: https://medicalxpress.com/news/2018-12-artificial-intelligence-future-medicine.html. Acesso em: 02 maio 2019.
    De acordo com o texto, em termos de sentido, verifica-se que o trecho
    Escolha uma alternativa para a questão 466e9544-c3
  • 46679978-C3

    Inglês

    Interpretação de texto | Reading comprehension
    UEG · 2019DifícilEntre para guardar nos favoritos

    Leia o texto a seguir para responder à questão. 

    Artificial intelligence and the future of medicine

    Washington University researchers are working to develop artificial intelligence (AI) systems for health care, which have the potential to transform the diagnosis and treatment of diseases, helping to ensure that patients get the right treatment at the right time.
    In health care, artificial intelligence relies on the power of computers to sift through and make sense of reams of electronic data about patients—such as their ages, medical histories, health status, test results, medical images, DNA sequences, and many other sources of health information. AI excels at the complex identification of patterns in these reams of data, and it can do this at a scale and speed beyond human capacity. The hope is that this technology can be harnessed to help doctors and patients make better health-care decisions.


    Where are the first places we will start to see AI entering medical practice?

    One of the first applications of AI in patient care that we currently see is in imaging, to help improve the diagnosis of cancer or heart problems, for example. There are many types of imaging tests —X-rays, CT scans, MRIs and echocardiograms. But the underlying commonality in all those imaging methods is huge amounts of high-quality data. For AI to work well, it's best to have very complete data sets—no missing numbers, so to speak—and digital images provide that. Plus, the human eye is often blind to some of the patterns that could be present in these images—subtle changes in breast tissue over several years of mammograms, for example. There has been some interesting work done in recognizing early patterns of cancer or early patterns of heart failure that even a highly trained physician would not see.
    In many ways, we already have very simple forms of AI in the clinic now. We've had tools for a long time that identify abnormal rhythms in an EKG, for example. An abnormal heartbeat pattern triggers an alert to draw a clinician's attention. This is a computer trying to replicate a human being understanding that data and saying, "This doesn't look normal, you may need to address this problem." Now, we have the capacity to analyze much larger and more complex sources of data, such as the entire electronic health record and perhaps even data pulled from daily life, as more people track their sleep patterns or pulse rates with wearable devices, for example.


    What effect will this have on how doctors practice medicine?

    It's important to emphasize that these tools are never going to replace clinicians. These technologies will provide assistance, helping care providers see important signals in massive amounts of data that would otherwise remain hidden. But at the same time, there are levels of understanding that computers still can't and may never replicate. To take a treatment recommendation from an AI, even an excellent recommendation, and decide if it's right for the patient is inherently a human decision-making process. What are the patient's preferences? What are the patient's values? What does this mean for the patient's life and for his or her family? That's never going to be an AI function. As these AI systems slowly emerge, we may start to see the roles of physicians changing—in my opinion, in better ways. Doctors' roles may shift from being data collectors and analyzers to being interpreters and councilors for patients as they try to navigate their health. 
    Right now, the challenges we need to address as we try to bring AI into medical practice include improving the quality of the data that we feed into AI systems, developing ways to evaluate whether an AI system is actually better than standard of care, ensuring patient privacy and making sure not only that AI doesn't disrupt clinical work flow but in fact improves it. But if doctors do their jobs right and build these systems well, much of what we have described will become so ingrained in the system, people won't even refer to it separately as informatics or AI. It will just be medicine. 

    Disponível em: https://medicalxpress.com/news/2018-12-artificial-intelligence-future-medicine.html. Acesso em: 02 maio 2019.
    Considering the ideas expressed in the text, artificial intelligence (AI) systems
    Escolha uma alternativa para a questão 46679978-c3
  • 6694282E-C3

    Literatura

    Estilística
    UEG · 2019DifícilEntre para guardar nos favoritos

    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, da prova de 2019
    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
  • 6687630C-C3

    Português

    Interpretação de Textos
    UEG · 2019DifícilEntre para guardar nos favoritos

    Observe a tirinha a seguir.

    Imagem da questão de Português, da prova de 2019

    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
  • 66838FC1-C3

    Português

    Análise sintática
    UEG · 2019DifícilEntre para guardar nos favoritos

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


    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