Todas as questões do ENEM

“(...) Em primeiro lugar, como ninguém pode amar uma coisa de todo ignorada, deve- -se examinar com diligência de que natureza é o amor dos estudantes, entendendo-se por estudantes os que ainda não sabem, mas desejam saber. Naqueles casos em que a palavra estudo não é usual, podem existir amores de ouvido: como quando o ânimo se acende em desejo de ver e de gozar devido à fama de alguma beleza, porque possui uma noção genérica das belezas corpóreas pelo fato de ter visto muitas delas, e existe no interior dele algo que aprova o que no exterior é cobiçado. Quando isto acontece, o amor não é paixão de uma coisa ignorada, pois já conhece seu gênero. Quando amamos um varão bondoso, cujo rosto nunca vimos, amamo-lo pela notícia das virtudes que conhecemos na própria verdade”

SANTO AGOSTINHO, De Trinitade, livro 10.

A partir do texto de Santo Agostinho, assinale a alternativa CORRETA.

“Então, considera o que segue (...). O que me parece é que, se existe algo belo além do Belo em si, só poderá ser belo por participar desse Belo em si. O mesmo admito de tudo mais. Admites essa espécie de causa?”

PLATÃO, Fédon, 100 c. Belém: Ed. UFPA, 2011.

Sobre o excerto acima, considere as seguintes afirmações:

I. A hipótese platônica das Ideias (ou hipótese das Formas) compreende a Ideia como causa do ser das coisas.

II. “Participação” é o modo pelo qual a Ideia dá causa às coisas.

III. O Belo corresponde à Forma; a coisa bela é a Ideia.

IV. A teoria ou hipótese das Ideias distingue entre entidades supratemporais que são em si mesmas, frente a entidades que não são por si mesmas e estão submetidas ao devir. As primeiras são causa do ser das últimas.

Sobre as afirmações acima, assiale a alternativa CORRETA.

A raiz emerge da semente em germinação, permitindo à plântula fixar-se no solo e absorver água e sais minerais. É CORRETO afirmar que:

Cryptosporidium é um protozoário apicomplexo. Assinale a alternativa que contém outro protozoário apicomplexo.

Um novo estudo realizado por biólogos brasileiros sugere que o efeito dos agrotóxicos sobre as abelhas pode ser maior do que se imagina. Mesmo quando usado em doses consideradas não letais, um inseticida encurtou o tempo de vida dos insetos em até 50%. Além disso, os pesquisadores observaram que uma substância fungicida considerada inofensiva para abelhas alterou o comportamento das operárias, tornando-as letárgicas — fato que pode comprometer o funcionamento de toda a colônia. Resultados desta pesquisa, realizada por pesquisadores brasileiros, da Universidade Federal de São Carlos foram publicados na revista Nature. Sobre as abelhas e o seu papel em uma comunidade, é CORRETO afirmar que:

No bicentenário de nascimento e 150 anos de publicação do livro A Origem das Espécies (1859), as ideias de Charles Darwin (1809-1882) se mantém atuais. Darwin propôs que as populações acumulam diferenças ao longo do tempo, principalmente por seleção natural, processo que ocorre quando indivíduos com certas características fenotípicas sobrevivem e se reproduzem com mais sucesso do que outros indivíduos com características diferentes. Dependendo de quais características são favorecidas, podemos categorizar a seleção natural em diferentes tipos, conforme ilustrado nos gráficos a seguir:

Imagens extraídas e adaptadas de https//gratispng.com//png-9K53yc

A partir da interpretação das figuras anteriores, é CORRETO afirmar que:

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:

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!” 

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”.

Um dos temas fundamentais da sociologia é a socialização, que remete à relação entre indivíduo e sociedade e às formas pelas quais os indivíduos são inseridos no convívio social. Entre as variadas concepções sobre socialização, tem-se o seguinte:

Ao longo da história do Brasil, as populações se deslocam ou migram de um lugar para o outro. Várias são as motivações para tais deslocamentos, como a busca por emprego, por assistência médica ou por educação. Uma das migrações mais intensas ocorridas no Brasil ficou conhecida como êxodo rural. Sobre o êxodo rural, verifica-se que

Ao planificarmos um cilindro circular reto cuja altura é igual a 6 cm e cujo raio da base é igual a 4 cm, obtemos uma figura plana cuja área é aproximadamente igual a

    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.

Considerando-se os aspectos linguísticos e estruturais presentes no texto, constata-se que

    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.

Considerando-se os aspectos semânticos presentes no texto, verifica-se que a construção

    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.

According to the information in the text, the global education systems are assessed by PISA and it is

O esquema a seguir representa a reação do álcool t-butanol com ácido clorídrico concentrado, o que geralmente é a metodologia utilizada para a obtenção do cloreto de t-butila em escala de laboratório.

Considerando-se as características dos reagentes envolvidos na reação, constata-se que o processo de formação do cloreto de t-butila envolve

O sulfato de bário é uma substância que, em suspensão aquosa, é indicada como meio de contraste radiológico do tubo gastrointestinal. Já o cloreto de bário, outro sal de bário, é tóxico por ingestão, podendo causar a morte. As solubilidades do sulfato de bário e do cloreto de bário em 100 g de água a 25 ºC são, respectivamente: 0,00031 g e 37,0 g. Se a uma solução aquosa de cloreto de bário for adicionado ácido sulfúrico em excesso, formam-se os seguintes produtos:

O conhecimento da estrutura química dos compostos orgânicos a seguir permite uma análise da natureza de suas interações intermoleculares e, se os valores de suas massas moleculares forem próximos, podem-se comparar suas propriedades físicas relativas.

Qual desses compostos orgânicos apresenta a menor temperatura de ebulição?