SINAES

Sistema Nacional de Avaliao da Educao Superior

03
Novembro / 2010

EXAME NACIONAL DE DESEMPENHO DOS ESTUDANTES

2010

Prova de

EDUCAO FSICA
LEIA COM ATENO AS INSTRUES ABAIXO.
1 - Verifique se, alm deste caderno, voc recebeu o Caderno de Respostas, destinado transcrio das respostas das questes de mltipla escolha (objetivas), das questes discursivas e das respostas do questionrio de percepo da prova. 2 - Confira se este caderno contm as questes de mltipla escolha (objetivas) e discursivas de formao geral e do componente especfico da rea, e as questes relativas sua percepo da prova, assim distribudas:
Partes Formao Geral/Mltipla Escolha Formao Geral/Discursivas Componente Especfico/Mltipla Escolha Componente Especfico/Discursivas Questionrio de percepo da Prova Nmero das questes 1 a 8 9 e 10 11 a 37 38 a 40 1 a 9 Peso das questes 60% 25% 40% 85% 75% 15% _ _ Peso dos componentes

3 - Verifique se a prova est completa e se o seu nome est correto no Caderno de Respostas. Caso contrrio, avise imediatamente um dos responsveis pela aplicao da prova. Voc deve assinar o Caderno de Respostas no espao prprio, com caneta esferogrfica de tinta preta. 4 - Observe as instrues expressas no Caderno de Respostas sobre a marcao das respostas s questes de mltipla escolha (apenas uma resposta por questo). 5 - Use caneta esferogrfica de tinta preta tanto para marcar as respostas das questes objetivas quanto para escrever as respostas das questes discursivas. 6 - No use calculadora; no se comunique com os demais estudantes nem troque de material com eles; no consulte material bibliogrfico, cadernos ou anotaes de qualquer espcie. 7 - Voc ter quatro horas para responder s questes de mltipla escolha e discursivas e ao questionrio de percepo da prova. 8 - Quando terminar, entregue ao Aplicador ou Fiscal o seu Caderno de Respostas. 9 - Ateno! Voc s poder levar este Caderno de Prova aps decorridas trs horas do incio do Exame.

Ministrio da Educao

2010
EXAME NACIONAL DE DESEMPENHO DOS ESTUDANTES

FORMAO GERAL
QUESTO 1
6HUi GH WHUUD tua derradeira camisa: te veste, como nunca em vida. 6HUi GH WHUUD e tua melhor camisa: te veste e ningum cobia. 7HUiV GH WHUUD completo agora o teu fato: e pela primeira vez, sapato. Como s homem, D WHUUD WH GDUi FKDSpX fosses mulher, xale ou vu.
Painel da srie Retirantes, de Cndido Portinari. Disponvel em: <http://3.bp.blogspot.com>. Acesso em: 24 ago. 2010.

Tua roupa melhor VHUi GH WHUUD H QmR GH ID]HQGD no se rasga nem se remenda.

Morte e Vida Severina

(trecho)

Tua roupa melhor H WH FDUi EHP FLQJLGD como roupa feita medida.

$t FDUis para sempre, livre do sol e da chuva, criando tuas savas. $JRUD WUDEDOKDUiV s para ti, no a meias, como antes em terra alheia. 7UDEDOKDUiV XPD WHUUD da qual, alm de senhor, VHUiV KRPHP GH HLWR H WUDWRU Trabalhando nessa terra, tu sozinho tudo empreitas: VHUiV VHPHQWH DGXER FROKHLWD 7UDEDOKDUiV QXPD WHUUD que tambm te abriga e te veste: embora com o brim do Nordeste.
Joo Cabral de Melo Neto. Morte e Vida Severina. Rio de Janeiro: Objetiva, 2008.

Analisando o painel de Portinari apresentado e o trecho destacado de Morte e Vida Severina, conclui-se que A ambos revelam o trabalho dos homens na terra, com destaque para os produtos que nela podem ser cultivados. B ambos mostram as possibilidades de desenvolvimento do homem que trabalha a terra, com destaque para um dos personagens. C DPERV PRVWUDP JXUDWLYDPHQWH R GHVWLQR GR VXMHLWR sucumbido pela seca, com a diferena de que a cena GH 3RUWLQDUL GHVWDFD R VRIULPHQWR GRV TXH FDP D o poema revela a esperana, por meio de versos livres, assim como a cena de Portinari traz uma perspectiva prspera de futuro, por meio do gesto. E R SRHPD PRVWUD XP FHQiULR SUyVSHUR FRP HOHPHQtos da natureza, como sol, chuva, insetos, e, por isso, mantm uma relao de oposio com a cena de Portinari.
EDUCAO FSICA

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EXAME NACIONAL DE DESEMPENHO DOS ESTUDANTES

QUESTO 2

QUESTO 3
De agosto de 2008 a janeiro de 2009, o desmatamento na Amaznia Legal concentrou-se em UHJL}HV HVSHFtFDV 'R SRQWR GH YLVWD IXQGLiULR D PDLRU parte do desmatamento (cerca de 80%) aconteceu em iUHDV SULYDGDV RX HP GLYHUVRV HVWiJLRV GH SRVVH 2 restante do desmatamento ocorreu em assentamentos promovidos pelo INCRA, conforme a poltica de Reforma $JUiULD   XQLGDGHV GH FRQVHUYDomR   H HP WHUUDV indgenas (7%).
Disponvel em: <www.imazon.org.br>. Acesso em: 26 ago. 2010. (com adaptaes).

,QIHUHVH GR WH[WR TXH VRE R SRQWR GH YLVWD IXQGLiULR o problema do desmatamento na Amaznia Legal HVWi FHQWUDGR
Dom Walmor Oliveira de Azevedo. Disponvel em:<http://etica-bioetica.zip.net>. Acesso em: 30 ago. 2010.

A charge acima representa um grupo de cidados pensando e agindo de modo diferenciado, frente a uma deciso cujo caminho exige um percurso tico. Considerando a imagem e as ideias que ela transmite, DYDOLH DV DUPDWLYDV TXH VH VHJXHP I. A tica no se impe imperativamente nem XQLYHUVDOPHQWH D FDGD FLGDGmR FDGD XP WHUi que escolher por si mesmo os seus valores e ideias, isto , praticar a autotica. II. $ pWLFD SROtWLFD VXS}H R VXMHLWR UHVSRQViYHO por suas aes e pelo seu modo de agir na sociedade. III. A tica pode se reduzir ao poltico, do mesmo modo que o poltico pode se reduzir tica, em XP SURFHVVR D VHUYLoR GR VXMHLWR UHVSRQViYHO IV. A tica prescinde de condies histricas e sociais, pois no homem que se situa a deciso tica, quando ele escolhe os seus valores e as VXDV QDOLGDGHV V. $ pWLFD VH Gi GH IRUD SDUD GHQWUR FRPR compreenso do mundo, na perspectiva do fortalecimento dos valores pessoais. e FRUUHWR DSHQDV R TXH VH DUPD HP A B C D E I e II. I e V. II e IV. III e IV. III e V.

A nos grupos engajados na poltica de proteo ambiental, pois eles no aprofundaram o debate DFHUFD GD TXHVWmR IXQGLiULD B QRV SRYRV LQGtJHQDV SRLV HOHV GHVPDWDUDP D iUHD que ocupavam mais do que a comunidade dos assentados pelo INCRA. C QRV SRVVHLURV LUUHJXODUHV H SURSULHWiULRV UHJXODUL]DGRV que desmataram mais, pois muitos ainda no esto LQWHJUDGRV DRV SODQRV GH PDQHMR VXVWHQWiYHO GD WHUUD D nas unidades de conservao, que costumam burlar OHLV IXQGLiULDV QHODV R GHVPDWDPHQWR IRL PDLRU TXH R realizado pelos assentados pelo INCRA. E nos assentamentos regulamentados pelo INCRA, nos quais o desmatamento foi maior que o realizado SHORV GRQRV GH iUHDV SULYDGDV GD $PD]{QLD /HJDO

REA LIVRE

EDUCAO FSICA

2010
EXAME NACIONAL DE DESEMPENHO DOS ESTUDANTES

QUESTO 4
Conquistar um diploma de curso superior no garante s mulheres a equiparao salarial com os homens, como mostra o estudo Mulher no mercado de trabalho: perguntas e respostas, divulgado pelo ,QVWLWXWR %UDVLOHLUR GH *HRJUDD H (VWDWtVWLFD ,%*( nesta segunda-feira, quando se comemora o Dia Internacional da Mulher. Segundo o trabalho, embasado na Pesquisa Mensal de Emprego de 2009, nos diversos grupamentos de atividade econmica, a escolaridade de nvel superior no aproxima os rendimentos recebidos por homens H PXOKHUHV 3HOR FRQWUiULR D GLIHUHQoD DFHQWXDVH No caso do comrcio, por exemplo, a diferena de UHQGLPHQWR SDUD SURVVLRQDLV FRP HVFRODULGDGH GH RQ]H anos ou mais de estudo de R$ 616,80 a mais para os homens. Quando a comparao feita para o nvel VXSHULRU D GLIHUHQoD p GH 5  SDUD HOHV
Disponvel em: <http://oglobo.globo.com/economia/boachance/ mat/2010/03/08>. Acesso em: 19 out. 2010 (com adaptaes).

QUESTO 5
2 PDSD DEDL[R UHSUHVHQWD DV iUHDV SRSXODFLRQDLV VHP DFHVVR DR VDQHDPHQWR EiVLFR

Considerando o tema abordado acima, analise as DUPDo}HV VHJXLQWHV I. 4XDQWR PDLRU R QtYHO GH DQiOLVH GRV LQGLFDGRUHV GH JrQHURV PDLRU VHUi D SRVVLELOLGDGH GH LGHQWLFDomR GD UHDOLGDGH YLYLGD SHODV PXOKHUHV no mundo do trabalho e da busca por uma SROtWLFD LJXDOLWiULD FDSD] GH VXSHUDU RV GHVDRV das representaes de gnero. II. Conhecer direitos e deveres, no local de trabalho H QD YLGD FRWLGLDQD p VXFLHQWH SDUD JDUDQWLU D alterao dos padres de insero das mulheres no mercado de trabalho. III. No Brasil, a desigualdade social das minorias pWQLFDV GH JrQHUR H GH LGDGH QmR HVWi DSHQDV circunscrita pelas relaes econmicas, mas DEUDQJH IDWRUHV GH FDUiWHU KLVWyULFRFXOWXUDO IV. Desde a aprovao da Constituio de 1988, tem havido incremento dos movimentos gerados no mbito da sociedade para diminuir ou minimizar a violncia e o preconceito contra a mulher, a criana, o idoso e o negro. e FRUUHWR DSHQDV R TXH VH DUPD HP A B C D E
4

Philippe Rekacewicz (Le Monde Diplomatique). Organizao Mundial da Sade, 2006. Disponvel em: <http://www.google.com.br/mapas>. Acesso em: 28 ago. 2010.

Considerando o mapa apresentado, DUPDo}HV TXH VH VHJXHP

analise

as

I. A globalizao fenmeno que ocorre de maneira desigual entre os pases, e o progresso social independe dos avanos econmicos. II. Existe relao direta entre o crescimento da ocupao humana e o maior acesso ao VDQHDPHQWR EiVLFR III. Brasil, Rssia, ndia e China, pases pertencentes ao bloco dos emergentes, possuem percentual da populao com acesso ao saneamento EiVLFR DEDL[R GD PpGLD PXQGLDO IV. 2 PDLRU DFHVVR DR VDQHDPHQWR EiVLFR RFRUUH em geral, em pases desenvolvidos. V. Para se analisar o ndice de desenvolvimento humano (IDH) de um pas, deve-se diagnosticar VXDV FRQGLo}HV EiVLFDV GH LQIUDHVWUXWXUD VHX PIB per capita, a sade e a educao. e FRUUHWR DSHQDV R TXH VH DUPD HP A B C D E I e II. I e III. II e V. III e IV. IV e V.

I e II. II e IV. III e IV. I, II e III. I, III e IV.

EDUCAO FSICA

2010
EXAME NACIONAL DE DESEMPENHO DOS ESTUDANTES

QUESTO 6
Levantamento feito pelo jornal Folha de S. Paulo e publicado em 11 de abril de 2009, com base em dados de 2008, revela que o ndice de homicdios por 100 mil habitantes no Brasil varia de 10,6 a 66,2. O levantamento inclui dados GH  HVWDGRV H GR 'LVWULWR )HGHUDO 'H DFRUGR FRP D 2UJDQL]DomR 0XQGLDO GD 6D~GH 206 iUHDV FRP tQGLFHV superiores a 10 assassinatos por 100 mil habitantes so consideradas zonas epidmicas de homicdios.

$QiOLVH GD PRUWDOLGDGH SRU KRPLFtGLRV QR %UDVLO Disponvel em: <KWWSZZZIROKDXROFRPEUIROKDFRWLGLDQRXOWXVKWPO! Acesso em: 22 ago. 2010.

$ SDUWLU GDV LQIRUPDo}HV GR WH[WR H GR JUiFR DFLPD FRQFOXLVH TXH A o nmero total de homicdios em 2008 no estado da Paraba inferior ao do estado de So Paulo. B os estados que no divulgaram os seus dados de homicdios encontram-se na regio Centro-Oeste. C a mdia aritmtica das taxas de homicdios por 100 mil habitantes da regio Sul superior taxa mdia aproximada do Brasil. D a taxa de homicdios por 100 mil habitantes do estado da Bahia, em 2008, supera a do Rio Grande do Norte em mais de 100%. E Roraima o estado com menor taxa de homicdios por 100 mil habitantes, no se caracterizando como zona epidmica de homicdios.
EDUCAO FSICA 

2010
EXAME NACIONAL DE DESEMPENHO DOS ESTUDANTES

QUESTO 7
Para preservar a lngua, preciso o cuidado de falar de acordo com a norma padro. Uma dica para o bom desempenho lingustico seguir o modelo de escrita dos FOiVVLFRV ,VVR QmR VLJQLFD QHJDU R SDSHO GD JUDPiWLFD normativa; trata-se apenas de ilustrar o modelo dado por ela. A escola um lugar privilegiado de limpeza dos vcios de fala, pois oferece inmeros recursos para o domnio da norma padro e consequente distncia GD QmR SDGUmR (VVH GRPtQLR p R TXH OHYDUi R VXMHLWR D GHVHPSHQKDU FRPSHWHQWHPHQWH DV SUiWLFDV VRFLDLV trata-se do legado mais importante da humanidade. PORQUE $ OLQJXDJHP Gi DR KRPHP XPD SRVVLELOLGDGH GH FULDU mundos, de criar realidades, de evocar realidades no presentes. E a lngua uma forma particular dessa faculdade [a linguagem] de criar mundos. A lngua, nesse sentido, a concretizao de uma experincia KLVWyULFD (OD HVWi UDGLFDOPHQWH SUHVD j VRFLHGDGH
XAVIER, A. C. & CORTEZ, S. (orgs.). Conversas com Linguistas: virtudes e controvrsias da Lingustica. Rio de Janeiro: 3DUiEROD (GLWRULDO S  FRP DGDSWDo}HV

QUESTO 8
Istopos radioativos esto ajudando a diagnosticar as causas da poluio atmosfrica. Podemos, com essa tecnologia, por exemplo, analisar o ar de uma regio e determinar se um poluente vem da queima do petrleo ou da vegetao. Outra utilizao dos istopos radioativos que SRGH QR IXWXUR GLPLQXLU D iUHD GH GHVPDWDPHQWR para uso da agricultura a irradiao nos alimentos. A tcnica consiste em irradiar com istopos radioativos para combater os micro-organismos que causam o apodrecimento dos vegetais e aumentar a longevidade dos alimentos, diminuindo o desperdcio. A irradiao GH SURGXWRV DOLPHQWtFLRV Mi p XPD UHDOLGDGH SRLV grandes indstrias que vendem frutas ou suco utilizam essa tcnica. 1D iUHD PpGLFD DV VROXo}HV QXFOHDUHV HVWmR HP IHUUDPHQWDV GH GLDJQyVWLFR FRPR D WRPRJUDD e a ressonncia magntica, que conseguem apontar, sem interveno cirrgica, mudanas metablicas em iUHDV GR FRUSR 2V H[DPHV FRQVHJXHP LQFOXVLYH detectar tumores que ainda no causam sintomas, possibilitando um tratamento precoce do cncer e maior possibilidade de cura.
Correio Popular de Campinas, 22 ago. 2010, p.B9 (com adaptaes).

Analisando a relao proposta entre as duas asseres acima, assinale a opo correta. A As duas asseres so proposies verdadeiras, e a VHJXQGD p XPD MXVWLFDWLYD FRUUHWD GD SULPHLUD B As duas asseres so proposies verdadeiras, mas D VHJXQGD QmR p XPD MXVWLFDWLYD FRUUHWD GD SULPHLUD C A primeira assero uma proposio verdadeira, e a segunda uma proposio falsa. D A primeira assero uma proposio falsa, e a segunda uma proposio verdadeira. E As duas asseres so proposies falsas.

A notcia acima A comenta os malefcios do uso de istopos radioativos, relacionando-os s causas da poluio atmosfrica. B elenca possibilidades de uso de istopos radioativos, evidenciando, assim, benefcios do avano tecnolgico. C destaca os perigos da radiao para a sade, alertando sobre os cuidados que devem ter a medicina e a agroindstria. D prope solues nucleares como ferramentas de diagnstico em doenas de animais, alertando para os malefcios que podem causar ao ser humano. E H[SOLFD FLHQWLFDPHQWH DV YiULDV WpFQLFDV GH tratamento em que se utilizam istopos radioativos para matar os micro-organismos que causam o apodrecimento dos vegetais.

REA LIVRE

EDUCAO FSICA

2010
EXAME NACIONAL DE DESEMPENHO DOS ESTUDANTES

QUESTO 9
As seguintes acepes dos termos democracia e tica foram extradDV GR 'LFLRQiULR +RXDLVV GD /tQJXD 3RUWXJXHVD democracia. POL. 1 governo do povo; governo em que o povo exerce a soberania 2 sistema poltico cujas aes atendem aos interesses populares 3 governo no qual o povo toma as decises importantes a respeito das polticas pblicas, no de forma ocasional ou circunstancial, mas segundo princpios permanentes de legalidade 4 sistema poltico comprometido com a igualdade ou com a distribuio equitativa de poder entre todos os cidados 5 governo que acata a vontade da maioria da populao, embora respeitando os direitos e a livre expresso das minorias tica. 1 SDUWH GD ORVRD UHVSRQViYHO SHOD LQYHVWLJDomR GRV SULQFtSLRV TXH PRWLYDP GLVWRUFHP GLVFLSOLQDP RX RULHQWDP R FRPSRUWDPHQWR KXPDQR UHHWLQGR HVS D UHVSHLWR GD HVVrQFLD GDV QRUPDV YDORUHV SUHVFULo}HV H H[RUWDo}HV presentes em qualquer realidade social 2 p.ext. conjunto de regras e preceitos de ordem valorativa e moral de um indivduo, de um grupo social ou de uma sociedade
Dicionrio Houaiss da Lngua Portuguesa. Rio de Janeiro: Objetiva, 2001.

&RQVLGHUDQGR DV DFHSo}HV DFLPD HODERUH XP WH[WR GLVVHUWDWLYR FRP DWp  OLQKDV DFHUFD GR VHJXLQWH WHPD Comportamento tico nas sociedades democrticas. Em seu texto, aborde os seguintes aspectos: D FRQFHLWR GH VRFLHGDGH GHPRFUiWLFD YDORU  SRQWRV b) evidncias de um comportamento no tico de um indivduo; (valor: 3,0 pontos) c) exemplo de um comportamento ticR GH XP IXWXUR SURVVLRQDO FRPSURPHWLGR FRP D FLGDGDQLD YDORU  SRQWRV RASCUNHO - QUESTO 9
1 2 3 4  6 7 8 9 10 11 12 13 14 

EDUCAO FSICA

2010
EXAME NACIONAL DE DESEMPENHO DOS ESTUDANTES

QUESTO 10
Para a verso atual do Plano Nacional de Educao (PNE), em vigor desde 2001 e com encerramento previsto para 2010, a esmagadora maioria dos municpios e estados no aprovou uma legislao que garantisse recursos para cumprir suas metas. A seguir, apresentam-se alguns indicativos do PNE 2001. (QWUH  H   PLOK}HV GH SHVVRDV ]HUDP parte de turmas de Educao de Jovens e Adultos (EJA). Parece muito, mas representa apenas um tero dos mais de 29 milhes de pessoas que no chegaram 4 srie e seriam o pblico-alvo dessa faixa de ensino. A incluso da EJA no Fundo de Manuteno e 'HVHQYROYLPHQWR GD (GXFDomR %iVLFD H GH 9DORUL]DomR GRV 3URVVLRQDLV GD (GXFDomR )81'(% UHSUHVHQWRX uma fonte de recursos para ampliar a oferta, mas no atacou a evaso, hoje em alarmantes 43%.
Disponvel em: <http://revistaescola.abril.com.br/politicas-publicas>. Acesso em: 31 ago. 2010 (com adaptaes).

Com base nos dados do texto acima e tendo em vista que novas diretrizes daro origem ao PNE de 2011 documento que organiza prioridades e prope metas a serem alcanadas nos dez anos seguintes , redija um nico texto DUJXPHQWDWLYR HP QR Pi[LPR  OLQKDV DFHUFD GD VHJXLQWH DVVHUWLYD 2 GHVDR KRMH QmR p Vy PDWULFXODU PDV PDQWHU RV DOXQRV GD (GXFDomR GH -RYHQV H $GXOWRV QD HVFROD diminuindo a repetncia e o abandono. Em seu texto, contemple os seguintes aspectos: D D DVVRFLDomR HQWUH HVFROD H WUDEDOKR QD YLGD GRV HVWXGDQWHV GD (-$ YDORU  SRQWRV b) uma proposta de ao que garanta a qualidade do ensino e da aprendizagem e diminua a repetncia e a evaso. YDORU  SRQWRV RASCUNHO - QUESTO 10
1 2 3 4  6 7 8 9 10 11 12 13 14 

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EXAME NACIONAL DE DESEMPENHO DOS ESTUDANTES

COMPONENTE ESPECFICO
QUESTO 11
$ HVWUDWpJLD GR WUDEDOKR HP HTXLSH PXOWLSURVVLRQDO QR VHWRU GD VD~GH S~EOLFD LPSODQWDGD QRV ~OWLPRV  DQRV UHSUHVHQWD XPD QRYD OHLWXUD DFHUFD GH SUiWLFDV YDORUHV DWLWXGHV H FRQKHFLPHQWRV GH WRGRV RV LQGLYtGXRV HQYROYLGRV QHVVDV SURSRVWDV VRFLDLV DPSOLDQGR DV Do}HV D VHUHP UHDOL]DGDV SHORV SURVVLRQDLV GD VD~GH H DXPHQWDQGR RV OLPLWHV H DV SRVVLELOLGDGHV GH DWXDomR H[LJLQGR QRYDV KDELOLGDGHV H TXDOLFDo}HV 1HVVH VHQWLGR D QDOLGDGH GR WUDEDOKR HP HTXLSHV PXOWLSURVVLRQDLV QD iUHD GH VD~GH p A garaQWLU XPD EDVH FRPXP GH FRQKHFLPHQWR YDORUHV H SUiWLFDV TXH SHUPLWDP R HIHWLYR WUDEDOKR GHVVDV HTXLSHV QDV XQLGDGHV EiVLFDV GH VD~GH H VXD JHVWmR FRP EDVH QR DWR PpGLFR B GLYHUVLFDU DV HVSHFLDOLGDGHV PpGLFDV H A B C D E

QUESTO 12
$QD 0DULD SURVVLRQDO GH HGXFDomR ItVLFD WUDEDOKD HP XPD DFDGHPLD TXH RIHUHFH DXODV GH JLQiVWLFD ORFDOL]DGD 8PD GH VXDV WXUPDV p FRPSRVWD SRU DOXQRV LQLFLDQWHV H SDUD DWHQGrORV GH PDQHLUD HFLHQWH H VHJXUD VmR XWLOL]DGRV DOJXQV SULQFtSLRV GR WUHLQDPHQWR GHVSRUWLYR DGDSWDGRV j JLQiVWLFD ORFDOL]DGD &RP EDVH QHVVD VLWXDomR D SURVVLRQDO GHYH SULRUL]DU HP VHX SODQHMDPHQWR RV SULQFtSLRV , GD YDULDELOLGDGH SRLV HYLWD D PRQRWRQLD H SRVVLELOLWD D YDULDomR GH JUXSDPHQWRV PXVFXODUHV D FDGD DXOD ,, GD LQGLYLGXDOLGDGH ELROyJLFD SRLV SHUPLWH PDLRU DGHTXDomR GRV H[HUFtFLRV GH DFRUGR FRP RV REMHWLYRV GH FDGD DOXQR ,,, GD VREUHFDUJD SRLV SHUPLWH R HTXLOtEULR HQWUH D FDUJD DSOLFDGD H R WHPSR GH UHFXSHUDomR SRVVLELOLWDQGR XPD GHVFRPSHQVDomR ,9 GD DGDSWDomR SRLV R WUDEDOKR GHYH LQLFLDU FRP D XWLOL]DomR GH FDUJDV PDLV EDL[DV GH H[HUFtFLRV D VHUHP JUDGDWLYDPHQWH DXPHQWDGDV e FRUUHWR R TXH VH DUPD HP , H ,, DSHQDV , H ,,, DSHQDV ,, H ,9 DSHQDV , ,, H ,9 DSHQDV , ,, ,,, H ,9

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QUESTO 13
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QUESTO 14
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QUESTO 15
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QUESTO 17
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QUESTO 19
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QUESTO 18
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QUESTO 20

QUESTO 21
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QUESTO 22
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QUESTO 24
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QUESTO 25
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QUESTO 26
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QUESTO 27
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QUESTO 29
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QUESTO 28
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QUESTO 30
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QUESTO 32
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QUESTO 31
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EDUCAO FSICA 

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EXAME NACIONAL DE DESEMPENHO DOS ESTUDANTES

QUESTO 33
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QUESTO 34
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EXAME NACIONAL DE DESEMPENHO DOS ESTUDANTES

QUESTO 35
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QUESTO 36
Os termos XWLOL]DGRV SDUD D UHIHUrQFLD jV SHVVRDV FRP GHFLrQFLDV YDULDP GH WHPSRV HP WHPSRV FRQIRUPH UHH[}HV OLQJXtVWLFDV H VRFLROyJLFDV GH VHXV SURWDJRQLVWDV H DWRUHV VRFLDLV (P JHUDO R VLJQLFDGR GR YRFiEXOR GHFLHQWH HVWi DVVRFLDGR DRV FRQFHLWRV YLQFXODGRV j HVIHUD GDV UHODo}HV GH SURGXomR LPSOLFDQGR D QHFHVVLGDGH GH VXSHUDomR GH GLFXOGDGHV SHVVRDLV SDUD DOpP GDTXHODV TXH OKHV VmR LPSRVWDV SHOD VRFLHGDGH $ GLDJQRVH SUHVFULomR H RULHQWDomR GH DWLYLGDGHV ItVLFDV SDUD SHVVRDV FRP GHFLrQFLD RFRUUHP QR VHQWLGR GH SURPRYHU D LQWHUDomR VRFLDO H D LQFOXVmR EDOL]DGDV SRU SULQFtSLRV FLGDGmRV VHQGR QHFHVViULR PXLWDV YH]HV XOWUDSDVVDU D WHQGrQFLD GH VXSHUSURWHomR IDPLOLDU SULQFLSDOPHQWH HP VH WUDWDQGR GH FULDQoDV H DGROHVFHQWHV 1HVVH VHQWLGR R SURVVLRQDO GH HGXFDomR ItVLFD DR WUDEDOKDU FRP HVVH VHJPHQWR GH SHVVRDV DSyV R FRQYHQFLPHQWR H FRQVHQWLPHQWR IDPLOLDU GHYHUi , VDEHU GLDJQRVWLFDU FDGD TXDGUR SDUD SUHVFUHYHU H RULHQWDU DWLYLGDGHV HVSHFtFDV VHJXQGR RV OLPLWHV H SRWHQFLDOLGDGHV LQGLYLGXDLV ,, WHU D GLPHQVmR GR FDULQKR H GR FXLGDGR SDUD TXH WDLV LQGLYtGXRV YLYHQFLHP H[SHULrQFLDV PRWRUDV LQGLVSHQViYHLV j VXD IRUPDomR FLGDGm SUHVFUH YHQGR OLPLWHV jV HYHQWXDLV SRWHQFLDOLGDGHV ,,, WHU D FRQVFLrQFLD GRV GLUHLWRV H GHYHUHV GDV SHVVRDV GHFLHQWHV FRQGLomR TXH FRQVXEVWDQ FLD D FRQVWUXomR GH XPD VRFLHGDGH GHPRFUiWLFD GH GLUHLWR ,9 FRQVLGHUDU D H[LVWrQFLD GH QHFHVVLGDGH GH VXSHUDomR H SRUWDQWR GH ID]HU FRP TXH FDGD LQGLYtGXR XOWUDSDVVH RV VHXV OLPLWHV SRVWR VHU HVWD XPD IRUPD LQFRQWHVWiYHO GH UHFRQKHFLPHQWR VRFLDO

'LYHUVRV HVWXGRV GHPRQVWUDP TXH R DYDQoR WHFQROyJLFR GHFRUUHQWH GR XVR GH FRPSXWDGRUHV WHP FRQWULEXtGR SDUD R DXPHQWR GH ORPEDOJLDV VHMD QR DPELHQWH GH WUDEDOKR VHMD QR DPELHQWH GRPpVWLFR 1HVVD SHUVSHFWLYD HQWUH DV RULHQWDo}HV TXH GHYHP VHU WUDQVPLWLGDV SRU SURVVLRQDLV GH HGXFDomR ItVLFD DRV XVXiULRV GH FRPSXWDGRU LQFOXHPVH , PDQWHU D UHJLmR ORPEDU DSRLDGD QR HQFRVWR GD FDGHLUD ,, SRVLFLRQDU RV MRHOKRV H R TXDGULO PDQWHQGR kQJXOR GH  TXDQGR VHQWDGR ,,, VXVWHQWDU D FDEHoD H R SHVFRoR HP SRVLomR UHWD H PDQWHU RPEURV H EUDoRV UHOD[DGRV ,9 DMXVWDU R WRSR GD WHOD DR QtYHO GRV ROKRV H SRVLFLRQDUVH D XP FRPSULPHQWR GH EUDoR GH GLVWkQFLD GR WHFODGR GR FRPSXWDGRU e FRUUHWR R TXH VH DUPD HP A , H ,, DSHQDV B , H ,,, DSHQDV C ,, H ,9 DSHQDV D , ,,, H ,9 DSHQDV E , ,, ,,, H ,9

6mR FRUUHWDV DSHQDV DV DUPDo}HV A , H ,, B , H ,,, C ,,, H ,9 D , ,, H ,9 E ,, ,,, H ,9
EDUCAO FSICA 19

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EXAME NACIONAL DE DESEMPENHO DOS ESTUDANTES

QUESTO 37
8P SURIHVVRU GH HGXFDomR ItVLFD DWXDQWH HP XP SURMHWR GH DWLYLGDGHV H[WUDFXUULFXODUHV HP XPD LQVWLWXLomR GH HQVLQR QD PRGDOLGDGH IXWVDO DR DVVXPLU D VXD WXUPD YHULFRX TXH HVWDYDP PDWULFXODGRV GRLV DOXQRV FRP GHFLrQFLDV VHQGR XP GHOHV GHFLHQWH DXGLWLYR GR WLSR SURIXQGR H R RXWUR GHFLHQWH PRWRU GR WLSR KHPLSOpJLFR 1HVVD VLWXDomR DQDOLVH DV FRUUHVSRQGrQFLDV HVWDEHOHFLGDV HQWUH DV Do}HV GR SURVVLRQDO H D FODVVLFDomR GHVVDV Do}HV , 3RVLFLRQDUVH H FRQGX]LU DV DXODV GH PRGR D VHU YLVWR SRU WRGD D WXUPD p XPD DomR LQWHJUDGRUD ,, $GRWDU FRPDQGRV YLVXDLV GXUDQWH DV DXODV p XPD DomR LQFOXVLYD ,,, 3HUPLWLU TXH R DOXQR KHPLSOpJLFR RFXSH DSHQDV D SRVLomR GH JROHLUR p XPD DomR H[FOXGHQWH ,9 3URSRU DR JUXSR TXH HODERUDUH IRUPDV GH SURPRYHU D SOHQD SDUWLFLSDomR GH WRGRV p XPD DomR LQFOXVLYD 9 'LVSHQVDU R DOXQR KHPLSOpJLFR GD SDUWH FRPSHWLWLYD GD DXOD p XPD DomR VHJUHJDGRUD (VWmR FRUUHWDV DSHQDV as associaes estabelecidas em A , ,, H ,9 B , ,, H 9 C , ,,, H 9 D ,, ,,, H ,9 E ,,, ,9 H 9

QUESTO 38
2V SUy[LPRV MRJRV ROtPSLFRV D VHUHP UHDOL]DGRV HP /RQGUHV HP  PDUFDUmR R FHQWHQiULR GD IDPRVD 2GH DR (VSRUWH GH 3LHUUH GH &RXEHUWLQ TXH YDORUL]D D pWLFD H D HVWpWLFD GD YLYrQFLD HVSRUWLYD 6mR QRYH SURSRVLo}HV TXH VH DUWLFXODGDV SRGHULDP SURPRYHU R PDLRU HVSHWiFXOR HVSRUWLYR GR SODQHWD  (VVrQFLD GD YLGD  %HOH]D  -XVWLoD  2XVDGLD  +RQUD  $OHJULD  )HFXQGLGDGH  3URJUHVVR  3D] (VVDV SURSRVLo}HV GLUHFLRQDUDP R HVStULWR ROtPSLFR D SDUWLU GDV FRQFHSo}HV SRVLWLYLVWDV GDTXHOH FRQWH[WR KLVWyULFR
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&RPR LQWHJUDQWH GH XPD HTXLSH HVSRUWLYD FDEH DR SURVVLRQDO GH HGXFDomR ItVLFD WUDEDOKDU FRQWH~GRV DWLWXGLQDLV UHODWLYRV DRV DVSHFWRV pWLFRV H HVWpWLFRV GR HVStULWR ROtPSLFR 7RPDQGR FRPR UHIHUrQFLD HVVDV LGHLDV UHGLMD XP WH[WR GLVVHUWDWLYR TXH FRQWHPSOH RV WySLFRV DSUHVHQWDGRV D VHJXLU QR FRQWH[WR VRFLRHVSRUWLYR D 2ULJHP GRV MRJRV H DWXDOL]DomR GR FRQFHLWR GH HVStULWR ROtPSLFR IHLWR SRU &RXEHUWLQ YDORU  SRQWRV E 7UDGLomR GD 2GH GH &RXEHUWLQ H R HVSRUWH FRQWHPSRUkQHR YDORU  SRQWRV RASCUNHO - QUESTO 38
1 2       9 10 11 12   

20

EDUCAO FSICA

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EXAME NACIONAL DE DESEMPENHO DOS ESTUDANTES

QUESTO 39
6XSRQKD TXH XP JUXSR GH SHVVRDV LGRVDV EXVTXH SURJUDPDV GH DWLYLGDGHV ItVLFDV SDUD PHOKRUDU VXD TXDOLGDGH GH YLGD H VHX EHPHVWDU (ODV DGHUHP DR 3URMHWR 9LGD 6DXGiYHO H VmR VXEPHWLGRV D XP SURFHVVR GH DYDOLDomR SDUD SRVWHULRU SUHVFULomR GRV H[HUFtFLRV 1D TXDOLGDGH GH SURVVLRQDO UHVSRQViYHO SHODV DWLYLGDGHV GR 3URMHWR UHGLMD XP WH[WR GLVVHUWDWLYR DFHUFD GD PHWRGRORJLD TXH YRFr DGRWDULD SDUD D SUHVFULomR GRV H[HUFtFLRV GHVFUHYHQGR RV VHJXLQWHV DVSHFWRV D XP SURFHGLPHQWR GH DYDOLDomR IXQFLRQDO YDORU  SRQWRV E XP SURFHGLPHQWR GH SUHVFULomR GH H[HUFtFLR ItVLFR YDORU  SRQWRV RASCUNHO - QUESTO 39
1 2       9 10 11 12   

REA LIVRE

EDUCAO FSICA

21

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EXAME NACIONAL DE DESEMPENHO DOS ESTUDANTES

QUESTO 40
5HODWRV GH GRUHV QD FROXQD ORPEDU WrP VLGR FDGD YH] PDLV IUHTXHQWHV HQWUH SUDWLFDQWHV H QmR SUDWLFDQWHV GH H[HUFtFLRV ItVLFRV UHJXODUHV 6HJXQGR HVWXGRV GD 8QLYHUVLGDGH GH :HVW 9LUJLQLD QRV (VWDGRV 8QLGRV GD $PpULFD H GR ,QVWLWXWR GH &LrQFLDV %LRPpGLFDV GD 8QLYHUVLGDGH GH 6mR 3DXOR UHDOL]DU H[HUFtFLRV ItVLFRV SHOR PHQRV GXDV YH]HV SRU VHPDQD FRQWULEXL SDUD DPHQL]DU GRUHV QD UHJLmR ORPEDU &RQVLGHUDQGR DV LGHLDV H[SUHVVDV DFLPD UHGLMD XP WH[WR GLVVHUWDWLYR TXH FRQWHPSOH RV VHJXLQWHV DVSHFWRV D DV SRVVtYHLV FDXVDV GH GRUHV QDV FRVWDV YDORU  SRQWRV E RV FXLGDGRV TXH GHYHP VHU WRPDGRV HP UHODomR j SUHVFULomR GH H[HUFtFLRV ItVLFRV SDUD SHVVRDV TXH DSUHVHQWHP TXHL[D GH GRU ORPEDU YDORU  SRQWRV RASCUNHO - QUESTO 40
1 2       9 10 11 12   

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EXAME NACIONAL DE DESEMPENHO DOS ESTUDANTES

QUESTIONRIO DE PERCEPO DA PROVA $V TXHVW}HV DEDL[R YLVDP OHYDQWDU VXD RSLQLmR VREUH D TXDOLGDGH H D DGHTXDomR GD SURYD TXH YRFr DFDERX GH UHDOL]DU $VVLQDOH DV DOWHUQDWLYDV FRUUHVSRQGHQWHV j VXD RSLQLmR QRV HVSDoRV DSURSULDGRV GR &DGHUQR GH 5HVSRVWDV Agradecemos sua colaborao.

QUESTO 1
4XDO R JUDX GH GLFXOGDGH GHVWD SURYD QD SDUWH GH )RUPDomR *HUDO" A B C D E 0XLWR IiFLO )iFLO 0pGLR 'LItFLO 0XLWR GLItFLO

QUESTO 6
$V LQIRUPDo}HVLQVWUXo}HV IRUQHFLGDV SDUD D UHVROXomR GDV TXHVW}HV IRUDP VXFLHQWHV SDUD UHVROYrODV" A B C D E 6LP DWp H[FHVVLYDV 6LP HP WRGDV HODV 6LP QD PDLRULD GHODV 6LP VRPHQWH HP DOJXPDV 1mR HP QHQKXPD GHODV

QUESTO 2
4XDO R JUDX GH GLFXOGDGH GHVWD SURYD QD SDUWH GH &RPSRQHQWH (VSHFtFR" A B C D E 0XLWR IiFLO )iFLO 0pGLR 'LItFLO 0XLWR GLItFLO

QUESTO 7
9RFr VH GHSDURX FRP DOJXPD GLFXOGDGH DR UHVSRQGHU j SURYD 4XDO" A B C D E 'HVFRQKHFLPHQWR GR FRQWH~GR )RUPD GLIHUHQWH GH DERUGDJHP GR FRQWH~GR (VSDoR LQVXFLHQWH SDUD UHVSRQGHU jV TXHVW}HV )DOWD GH PRWLYDomR SDUD ID]HU D SURYD 1mR WLYH TXDOTXHU WLSR GH GLFXOGDGH SDUD UHVSRQGHU j SURYD

QUESTO 3
&RQVLGHUDQGR D H[WHQVmR GD SURYD HP UHODomR DR WHPSR WRWDO YRFr FRQVLGHUD TXH D SURYD IRL A B C D E PXLWR ORQJD ORQJD DGHTXDGD FXUWD PXLWR FXUWD

QUESTO 8
&RQVLGHUDQGR DSHQDV DV TXHVW}HV REMHWLYDV GD SURYD YRFr SHUFHEHX TXH A QmR HVWXGRX DLQGD D PDLRULD GHVVHV FRQWH~GRV B HVWXGRX DOJXQV GHVVHV FRQWH~GRV PDV QmR RV DSUHQGHX C HVWXGRX D PDLRULD GHVVHV FRQWH~GRV PDV QmR RV DSUHQGHX D HVWXGRX H DSUHQGHX PXLWRV GHVVHV FRQWH~GRV E HVWXGRX H DSUHQGHX WRGRV HVVHV FRQWH~GRV

QUESTO 4
2V HQXQFLDGRV GDV TXHVW}HV GD SURYD QD SDUWH GH )RUPDomR *HUDO HVWDYDP FODURV H REMHWLYRV" A B C D E 6LP WRGRV 6LP D PDLRULD $SHQDV FHUFD GD PHWDGH 3RXFRV 1mR QHQKXP

QUESTO 5
2V HQXQFLDGRV GDV TXHVW}HV GD SURYD QD SDUWH GH &RPSRQHQWH (VSHFtFR HVWDYDP FODURV H REMHWLYRV" A B C D E 6LP WRGRV 6LP D PDLRULD $SHQDV FHUFD GD PHWDGH 3RXFRV 1mR QHQKXP

QUESTO 9
4XDO IRL R WHPSR JDVWR SRU YRFr SDUD FRQFOXLU D SURYD" A B C D E 0HQRV GH XPD KRUD (QWUH XPD H GXDV KRUDV (QWUH GXDV H WUrV KRUDV (QWUH WUrV H TXDWUR KRUDV 4XDWUR KRUDV H QmR FRQVHJXL WHUPLQDU


EDUCAO FSICA

SINAES
Sistema Nacional de Avaliao da Educao Superior

EXAME NACIONAL DE DESEMPENHO DOS ESTUDANTES

2010

Ministrio da Educao