Super Professor

1. (Unicamp 2024) Texto 1

I have a dream that one day down in Alabama, with its vicious racists, with its governor having
his lips dripping with the words of interposition and nullification; that one day right down in
Alabama little black boys and black girls will be able to join hands with little white boys and white
girls as sisters and brothers (Martin Luther King, 1963).

(Adaptado de: https://kr.usembassy.gov/martin-luther-king-jr-dream-speech-1963/. Acesso em

26/05/2023.)

Texto 2

Considere os dois textos e assinale a alternativa correta.

a) O texto 2 apresenta uma consequência social advinda do fato de que o “sonho” mencionado
no texto 1 tornou-se realidade.
b) Os textos 1 e 2 são complementares porque usam diferentes linguagens para ilustrar a
natureza velada do racismo.
c) O texto 2 funciona como um indício de que aquilo que se almejava em 1 ainda não se tornou
realidade em todos os contextos.
d) Os textos 1 e 2 são contraditórios porque empregam diferentes recursos de linguagem para
tratar do racismo.

2. (Unicamp 2024) Em uma visita a um museu de arte indígena, um estudante observou uma
obra seguida de uma placa explicativa:

In some indigenous cultures, headdresses represent Native peoples’ right to govern themselves
according to their own laws. The materials they are constructed with can vary greatly, including
wood, iron, feathers, and ivory. Rather than using gridded designs (symbols of spiritual beliefs)
or putting birds or mammals at center stage, as several others do, horns were attached to this
headdress, an emblem of power reserved for those “whose exceeding worth and power is
admitted by all the nation”.

(Imagens (nas alternativas) e texto (acima) adaptados de: https://americanindian.si.edu/

exhibitions/infinityofnations/introduction.html. Acesso em 31/05/2023.)

Qual das imagens corresponde à descrição da placa?

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a)

b)

c)

d)

3. (Unesp 2024) Analise o meme publicado pelo perfil “Classical Damn” no Instagram em
02.07.2021.

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A análise do meme permite caracterizar

a) os romanos como extravagantes.
b) os gregos como intransigentes.
c) os gregos como distraídos.
d) os romanos como inventivos.
e) os romanos como preguiçosos.

4. (Unicamp 2024) Netflix’s “Wednesday” draws many real-world parallels. It features unusual
creatures (werewolves and psychics) collectively referred to as Outcasts, while they refer to
non-supernatural humans as Normies. The Outcasts are stand-ins for anyone othered by
society, such as indigenous people, People of Color, the LGBT+, and the neurodivergent. Every
so often, the Normies’ distrust in the Outcasts boils over into hatred and violence, and the
othering and dehumanization normalizes violence against the Outcasts in day-to-day life. In the
show, the town’s colonial era saw Outcasts not only being “othered”, but also murdered by
Pilgrims. These acts of butchery were all but erased from their history books. It’s a distressingly
familiar story.

(Adaptado de: https://atribecalledgeek.com/woe-to-the-colonizer-an-indigenous-perspective-of-

wednesday/. Acesso em 12/05/2023.)

A análise do autor sobre “Wednesday” se apoia em

a) paralelos entre ficção e realidade para discutir como a existência de grupos marginalizados
tem sido historicamente apagada dos livros de história.
b) elementos fictícios presentes na série para aludir ao modo como a desumanização da
alteridade é um processo histórico e violento.
c) fatos históricos para traçar a origem da exploração de povos indígenas e o modo como
foram violentamente desumanizados na série.
d) comparações históricas sobre os conflitos entre colonizadores e peregrinos para criticar o
modo como esse conflito é retratado na série.

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5. (Unesp 2024)

The benefits of computer games in education are clear. They engage students, improve
problem-solving skills, enhance creativity and imagination, allow for personalized learning,
remote learning, learning on demand, and contacting peers around the world. With the
increasing use of technology in schools, it is essential that teachers explore the potential
benefits of computer games and incorporate them into their teaching methods. Doing so can
create a more engaging and effective learning environment for their students.

(Ruby Butz. https://gamingrespawn.com, 23.03.2023. Adaptado.)

According to the text, one of the advantages of computer games in education is:
a) behaviour management tools for teachers.
b) enhancement of problem-solving skills.
c) doubtful teaching methods.
d) friendly learning environment.
e) face-to-face contact among peers.

6. (Epcar (Afa) 2024) Texto I

“no one leaves home unless

home is the mouth of a shark.

you only run for the border

when you see the whole city
running as well”.

Warsan Shire, “Home”.

(SHIRE apud YOUSAFZAI, 2019, p. V)

“I have had the immense privilege of meeting many individuals who had to rebuild their lives,
often in totally foreign places. People who have lost so much - including loved ones – and then
had to start over. This means learning a new language, new culture, a new way of being. I share
my story of being displaced not out of a desire to focus on my past, but to honour the people I
´ve met and those I’ll never meet.
I wrote this book because it seems that too many people don’t understand that refugees are
ordinary people. All that differentiates them is that they got caught in the middle of a conflict that
forced them to leave their homes, their loved ones, and the only lives they had known. They
risked so much along the way, and why? Because it is too often a choice between life and
death.
And, as my family did a decade ago, they chose life”. (YOUSAFZAI, 2019, P. XI)

(Source: YOUSAFZAI, M. We are Displaced. Weidenfeld & Nicolson, 2019 – London)

Texto II

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“Of course, when I first arrived in Australia, the emphasis was on the future, not the past. I was
being introduced to a new life in a very different world from the one I’d been born into, and my
new mum and dad were putting a lot of effort into facing the challenges that experience brought.
Mum didn’t worry too much about my learning English immediately, since she knew it would
come through day-to-day use. Rather than trying to rush me into it, she thought it was far more
important at the outset to comfort and care for me, and gain my trust. You don’t need words for
that. She also knew an Indian couple in the neighborhood, Saleen and Jacob, and we would
visit them regularly to eat Indian food together. They would speak with me in my own language,
Hindi, asking simple questions and translating instructions and things Mum and Dad wanted me
to know about how we’d live our life together. Being so young when I got lost and coming from a
very basic background, I didn’t speak much Hindi, either, but being understood by someone was
a huge help in becoming comfortable about my new surroundings. Anything my new parents
weren’t able to communicate through gestures and smiles, we knew Saleen and Jacob could
help us with, so we were never stuck.
[…]
My transition to life in another country and culture wasn’t as difficult as one might expect, most
likely because, compared to what I’d gone through in India, it was obvious that I was better off in
Australia. Of course, more than anything, I wanted to find my mother again, but once I’d realized
that was impossible, I knew I had to take whatever opportunity came my way to survive. Mum
and Dad were very affectionate, right from the start, always giving me lots of cuddles and
making me feel safe, secure, loved, and, above all, wanted.
[…]
I had often heard music emanating from other people’s radios. Seeing or hearing babies cry
also affected me strongly, probably because of memories of my little sister, Shekila. The most
emotional thing was seeing other families with lots of children. I suppose that, even in my good
fortune, they reminded me of what I’d lost.” (BRIRLEY, 2016 p. 7 - 10)

(Source: BRIERLEY, Saroo. Lion. Penguin: Canada, 2019)

Consider Text I and Text II to answer the question below.

Considering their past lives in their homeland and the opportunity to rebuild their lives in a new
place, it is possible to say that both narrators
a) are not quite sure how to feel about it, since they have a better life outside their homeland
and it seems unfair.
b) have a positive outlook on life and decided not to focus on their past, although they seem to
feel nostalgic about home.
c) do not cope well with the fact that they are not able to go back to their home and decided to
move on to avoid pain.
d) have hard feelings about what happened and somehow feel fortunate about being in a new
country.

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7. (Ufgd 2023)

Com base no cartum apresentado, é correto afirmar que

a) o efeito de humor se dá a partir das palavras “have” e “work”, pois se parte do pressuposto
de que cachorros não trabalham.
b) o efeito de humor se marca pelas palavras “have” e “unemployed”, pois é pelo jogo com tais
palavras que se dá a ambiguidade.
c) a palavra “work” apresenta duplo sentido, portanto é responsável pelo efeito de humor no
texto.
d) a palavra “unemployed” carrega duplo sentido, isso ocorre devido ao prefixo “un”, o que
promove o efeito de humor no texto.
e) o efeito de humor ocorre devido ao duplo sentido das palavras “work”, “unemployed” and
“jokes”.

TEXTO PARA A PRÓXIMA QUESTÃO:

Boy in the Striped Pyjamas “may fuel dangerous Holocaust fallacies”
Harriet Sherwood - Thu 27 Jan 2022

A study, to be published shortly, builds on research conducted five years ago among secondary
school pupils which found that the story by John Boyne regularly elicited misplaced sympathy
for Nazis. […]
Boyne’s book is about a friendship between the son of an Auschwitz commandant and a Jewish
boy incarcerated in the Nazi concentration camp. Published in 2006, it has sold more than 11m
copies worldwide. A film version was made in 2008.
The centre’s report said: “While most young people who took part in the study recognised the
narrative as a work of fiction and many were able to identify and critique its most glaring
implausibilities and historical inaccuracies, they nonetheless overwhelmingly characterised it as
‘realistic’ and/or ‘truthful’.”
It added that many students, after studying the story, reached conclusions that “contributed
significantly to one of the most powerful and problematic misconceptions of this history, that
‘ordinary Germans’ held little responsibility and were by and large ‘brainwashed’ or otherwise
entirely ignorant of the unfolding atrocities”.
Among comments from teachers gathered during the research were, “students come to us and
literally think the Holocaust IS The Boy In the Striped Pyjamas”; “They come with … ideas that
nobody knew about the Holocaust, that people were completely in the dark about it”; and “They
feel sorry for the German guard”.
Stuart Foster, the centre’s executive director, said he had no criticism of Boyne for his work of
fiction, but using the novel in lessons about a historical event could be problematic. “In an era of
fake news and conspiracy theories, it’s very worrying that young people harbour myths and
misconceptions about the Holocaust.” […]

Source: https://www.theguardian.com/world/2022/jan/27/the-boy-in-the-striped-pyjamas-fuels-
dangerous-holocaust-fallacies

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8. (Unioeste 2022) Com relação ao sentido das palavras em destaque, assinale a alternativa
INCORRETA.
a) No título – “The Boy in the Striped Pyjamas ‘may fuel dangerous Holocaust fallacies’” –, o
termo “fuel” pode ser traduzido como “abastecer”, indicando que o livro pode estimular
falácias perigosas sobre o Holocausto.
b) No trecho “‘ordinary Germans’ held little responsibility and were by and large
‘brainwashed’”, o termo em destaque refere-se ao extermínio dos judeus nos campos de
concentração.
c) No trecho “a Jewish boy incarcerated in the Nazi concentration camp”, o termo destacado
poderia ser substituído por “imprisoned” ou “confined”, sem prejuízo para o sentido.
d) No trecho “one of the most powerful and problematic misconceptions of this history”, o
termo em destaque contém o prefixo mis-, que indica algo incorreto, enganoso, e significa
“concepções errôneas”.
e) No trecho “many were able to identify and critique its most glaring implausibilities and
historical inaccuracies”, o termo destacado pode ser traduzido por “imprecisões”.

TEXTO PARA A PRÓXIMA QUESTÃO:

DEPICTION OF PERSIANS

300 is a 2007 film adaptation of the graphic novel 300 by Frank Miller, itself partly
inspired by another film based on the Battle of Thermopylae, "The 300 Spartans".
Since its opening, "300" has attracted controversy over its portrayal of people of the
Persian Empire. Film critic Dimitris Danikas has suggested that the film portrays Persians as
"bloodthirsty, underdeveloped zombies," writing that the filmmakers "are stroking [sic] racist
instincts in Europe and America." American critics, including Steven Rea, have argued that the
Persians are a vehicle for an anachronistic cross-section of Western stereotypes of Asian and
African cultures. Dana Stevens of "Slate" states that as the "bad" side the Persians are depicted
as black people, brown people, homosexual, handicapped and/or deformed in some way.
The film's portrayal of ancient Persians sparked a particularly strong reaction in Iran.
The Iranian Academy of the Arts submitted a formal complaint against the movie to UNESCO,
labelling it an attack on the historical identity of Iran. The Iranian mission to the U.N. protested
the film in a press release, and the Iranian embassies protested its screening in France,
Thailand, Turkey and Uzbekistan.
A Warner Bros. spokesman said: "The film '300' is a work of fiction inspired by the Frank
Miller graphic novel and loosely based on a historical event. The studio developed this film
purely as a fictional work with the sole purpose of entertaining audiences; it is not meant to
disparage an ethnicity or culture or make any sort of political statement."
Disponível em: http://en.wikipedia.org/wiki/300_(film)Political_aspects Acesso em: 13 abr. 2007.

9. (Ueg 2007) Considerando as estruturas linguísticas do texto, é CORRETO afirmar:

a) Nas palavras "filmmaker" (20. parágrafo) e "spokesman" (40. parágrafo), os primeiros termos
da composição indicam as atividades que os segundos termos, "maker" e "man", realizam.
b) Os termos "inspired" e "based" (10. parágrafo) e "attracted" e "suggested" (20. parágrafo)
indicam que as ações foram concluídas no passado.
c) Em "underdeveloped" (20. parágrafo), "submitted" (30. parágrafo) e "disparage" (último
parágrafo), os prefixos "under", "sub" e "dis" indicam negação ou oposição.
d) O termo "itself" (10. parágrafo) refere-se a "film adaptation".

TEXTO PARA A PRÓXIMA QUESTÃO:

Mr. Eugene Foster lives with his wife in a large house in New York City, and they 1have
four servants. On this particular morning, there is a great deal of bustling about. One maid is
distributing dust sheets to every room, while another 2is draping them over the furniture. The

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butler is bringing down suitcases, and Mrs. Foster herself is flying from room to room and
pretending to supervise these operations. Actually, she is thinking of nothing at all except that
she is going to miss her plane if her husband doesn't come out of his study soon and get ready.
Mr. Foster may possibly have a right to be irritated with his wife's foolishness, but he
can have no excuse for increasing her misery by .......... her waiting 4unnecessarily. It is by no
means certain that this is what he 3does, yet whenever they go somewhere, his timing is so
accurate and his manner so bland that it is hard to believe he isn't purposely inflicting a nasty
torture of his own on the 5unhappy lady. And one thing he must know - that she would never
dare to call out and tell him .......... . He disciplined her too well for that. He must also know that
if he is prepared to wait even beyond the last moment of safety, he can 6drive her nearly into
hysterics. It seems almost as though he 'wanted' to miss the plane simply to intensify the poor
woman's suffering.
(Adapted from: DAHL, Roald. The way up to heaven. In: Tales of the unexpected. London:
Penguin Book, 1979. p. 179-180.)

10. (Ufrgs 2007) O prefixo Un- presente em UNNECESSARILY (ref. 4) e em UNHAPPY (ref. 5)
também ocorre em
a) unanimous.
b) unique.
c) universal.
d) underlined.
e) unavailable.

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Gabarito:

Resposta da questão 1:
[C]

O texto 2 mostra uma propaganda antirracismo: “Anti-Black racism happens here. Let’s confront
it.”, explicando que, naquele lugar, se deve confrontar a forma de racismo que ocorre. O texto 1
demonstra o famoso discurso de Martin Luther King, o qual se refere ao sonho de igualdade
entre as pessoas. Infelizmente, o a propaganda demonstrada no texto 2 funciona como um
indício de que aquilo que se almejava no discurso do texto 1, este que ainda não se tornou
realidade em todos os contextos. Portanto, a alternativa de letra [C] é a correta.

Resposta da questão 2:
[D]

Na placa, o trecho “[...] horns were attached to this headdress, an emblem of power reserved
for those ‘whose exceeding worth and power is admitted by all the nation’.” explica que um par
de chifres é anexado o cocar da imagem da alternativa de letra [D], e que este é um emblema
de poder reservado para aqueles "cujo valor e poder excessivos são admitidos por toda a
nação", sendo esta a alternativa correta.

Resposta da questão 3:
[E]

A alternativa que melhor caracteriza o meme apresentado é a de letra [E], taxando os romanos
como preguiçosos. O deus Neptune romano é, de certa forma, parecido com o deus Poseidon
da Grécia. Assim, pela semelhança e também pela palavra “copy”, apresentada na imagem, se
pode entender que foram os romanos que os copiaram os gregos, confirmando a alternativa.

Resposta da questão 4:
[B]

Nos trechos “The Outcasts are stand-ins for anyone othered by society, such as indigenous
people, People of Color, the LGBT+, and the neurodivergent.”, define os párias como
substitutos de qualquer pessoa excluída pela sociedade, como indígenas, pessoas de cor,
LGBT+ e neurodivergentes. Também, o trecho “In the show, the town’s colonial era saw
Outcasts not only being “othered”, but also murdered by Pilgrims.” explica que, na série, a era
colonial da cidade em que ela se passa viu os párias não apenas serem "alterados", mas
também assassinados pelos Peregrinos, e que tais atos de carnificina foram praticamente
apagados de seus livros de história. Diante disso, é possível entender que esses elementos
fictícios aludem ao modo como a desumanização da alteridade é um processo histórico e
violento, confirmando a alternativa de letra [B].

Resposta da questão 5:
[B]

Segundo trecho “They engage students, improve problem-solving skills, enhance creativity and
imagination, allow for personalized learning, remote learning, learning on demand, and
contacting peers around the world.” os jogos eletrônicos envolvem os alunos, aprimoram as
habilidades de resolução de problemas, aumentam a criatividade e a imaginação, permitem o
aprendizado personalizado, o aprendizado remoto, o aprendizado sob demanda e o contato
com colegas de todo o mundo. Diante disso, a alternativa que se comprova é a de letra [B].

Resposta da questão 6:
[B]

Ambos os narradores do Texto I e do Texto II demonstram trechos com visões positivas da vida
e optaram por não se concentrar no passado. No primeiro deles, após explicar sua história e
dificuldades, o autor declara: “And, as my family did a decade ago, they chose life”, explicando

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que os imigrantes, bem como a família do narrador fez há uma década, escolheram a vida,
inferindo-se que o autor também tomou esta decisão.
No segundo texto, o trecho “Anything my new parents weren’t able to communicate through
gestures and smiles, we knew Saleen and Jacob could help us with, so we were never stuck.
ago, they chose life” explica que tudo o que os novos pais do narrador não conseguiam
comunicar por meio de gestos e sorrisos, ele e seus pais sabiam que o casal indiano Saleen e
Jacob poderiam nos ajudar, então nunca ficaram presos.
Diante disso, ambos os narradores demonstram uma perspectiva positiva da vida e decidiram
não se concentrar em seu passado, embora pareçam sentir nostalgia de seu lar, como afirmam
ao final dos textos.

Resposta da questão 7:
[C]

A frase dita na imagem pode ser entendida como “Eu tenho algumas piadas sobre cachorros
desempregados... mas nenhuma delas funciona”. A palavra “work”, neste contexto, pode ser
interpretada como “funcionar” ou “trabalhar”, assim, apresenta duplo sentido e é responsável
pelo efeito de humor, confirmando a alternativa de letra [C].

Resposta da questão 8:
[B]

A alternativa incorreta é de letra [B]. A palavra “brainwash”, é entendida como lavagem

cerebral. Na frase “[…] that ‘ordinary Germans’ held little responsibility and were by and large
‘brainwashed’ or otherwise entirely ignorant of the unfolding atrocities”.”, a palavra se refere à
lavagem cerebral dos ‘Alemães comuns’ e sua pouca responsabilidade sobre as atrocidades
citadas na história do livro. Ela não se refere diretamente ao extermínio dos judeus nos campos
de concentração, como sugere a alternativa, estando ela incorreta.

A palavra “inaccuracies”, presente na alternativa de letra [B], pode, sim, ser traduzida como
imprecisões, esta é sua tradução correta. Dessa forma, a alternativa está correta.

Fonte: https://www.linguee.com.br/ingles-portugues/traducao/inaccuracies.html

Resposta da questão 9:
[A]

Resposta da questão 10:

[E]

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Resumo das questões selecionadas nesta atividade

Data de elaboração: 07/12/2023 às 09:50

Nome do arquivo: Lista 03

Legenda:
Q/Prova = número da questão na prova
Q/DB = número da questão no banco de dados do SuperPro®

Q/prova Q/DB Grau/Dif. Matéria Fonte Tipo

1.............239447.....Média.............Inglês.............Unicamp/2024......................Múltipla escolha

2.............239448.....Média.............Inglês.............Unicamp/2024......................Múltipla escolha .

3.............240573.....Média.............Inglês.............Unesp/2024..........................Múltipla escolha

4.............239452.....Média.............Inglês.............Unicamp/2024......................Múltipla escolha

5.............240594.....Média.............Inglês.............Unesp/2024..........................Múltipla escolha

6.............234206.....Média.............Inglês.............Epcar (Afa)/2024..................Múltipla escolha

7.............227761.....Média.............Inglês.............Ufgd/2023.............................Múltipla escolha

8.............211517.....Elevada.........Inglês.............Unioeste/2022......................Múltipla escolha

9.............75952.......Não definida. .Inglês.............Ueg/2007..............................Múltipla escolha

10...........74229.......Não definida. .Inglês.............Ufrgs/2007............................Múltipla escolha

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