Questões de Inglês do UPE: o que mais cai

Topico	2026	2025	2024
Sem classificação	16	16	10

UPE2026SSA 2Questao 18InglêsMedia

Text 1 (for questions 18, 19, 20 and 21) Walkability in Nairobi and Seattle (1) When I talk about the places I’ve lived, many people ask me about cultural shocks. Even now, living in the United States. While coming from Chile to this country doesn’t bring major shocks beyond some differences in how people interact, arriving here from Kenya did bring up a few things that caught my attention and prompted some reflection. One of those things was the change in the number of people walking on the streets. (2) At first, going from Istanbul to Nairobi wasn’t a huge change in that sense. In Istanbul, there are many areas where you see large crowds of people walking, so much so that, it used to give me anxiety. However, Nairobi was different. There, it’s not just certain areas with lots of people walking, practically the whole city has a constant flow of people on foot. I remember during my morning commutes to work, I’d see hundreds of people walking. In Kenya, walking is a key mode of transportation. (3) This aspect was a real shock, especially when compared to the United States, where hardly anyone walks. Here, walking is reserved almost exclusively for being inside the supermarket, the mall, or for exercising in parks, parks that most people drive to. In other words, walking is seen as a recreational activity, not a means of transportation. (4) A similar pattern appears with public transport. In Nairobi, those who need to travel longer distances take a matatu, a kind of minibus, which is usually packed. In contrast, in the United States, buses are often empty, since most people opt to drive. (5) This has made me reflect a lot on two transport-related issues: one is how walkable a city is, and the other is who actually walks in those cities. As a researcher, especially with a perspective shaped by the European context, I’ve seen many projects focused on making cities more walkable, promoting this practice due to its many health benefits. (6) According to the collective “Ciudades que caminan” (Cities that Walk), a walkable city is one where public spaces are conceived as high-priority pedestrian zones, where walking is, effectively, prioritized over other modes of transport such as bikes, public transport, and especially cars. Achieving this requires proper infrastructure like well-maintained sidewalks, signage, and above all, planning. (7) With that definition, one would assume that a city with a high walkability index will indeed encourage people to walk instead of drive. That’s what I thought too. But seeing the number of people walking in Nairobi, a city that I wouldn’t consider particularly walkable, really made me question that concept. And that doubt grew even more when I saw how few pedestrians there are in Seattle, a city supposedly very walkable. (8) The walk score is calculated at the neighborhood level, not for entire cities. In Nairobi, these data aren’t as official, since Kenya isn’t included in the formal assessments by the Walk Score Association. Still, Nairobi’s Central Business District (CBD) has a score of 98, qualifying it as a “walker’s paradise.” I lived in Kilimani, a middle- and upper-class area about 10 minutes by car from the center. Its walk score is 39, classified as “car-dependent.” Other neighborhoods have varied scores: Karen 29, Kibera 10 [...]. Generally, the scores tend to be low, both in wealthier and poorer neighborhoods. (9) In Seattle, the downtown area has a walkability score of 98, despite its hills. South Admiral scores 55, Tukwila 41, Queen Anne 95 [...]. There’s quite a bit of variation, some areas score over 90, others hover around 40 or 50. Still, overall, the city is considered walkable. (10) But how many people actually use walking as a mode of transportation in Seattle? It’s hard to say. Obviously, weather also plays a role: Seattle is rainy and cold in winter, which doesn’t make walking easy, but it has better pedestrian infrastructure than Nairobi. Yet, far more people walk in Nairobi every day. I believe this is mainly due to economic reasons [...]. (11) So, what actually makes a city truly walkable? People in Nairobi walk kilometers every day, in the rain, without sidewalks, crossing rivers. I don’t mean to say that walking in Seattle doesn’t have its own challenges, like the weather, but undoubtedly people prefer to drive. (12) I don’t have a clear answer as to what factors make a city genuinely walkable, or what weighs more heavily in people’s decision to walk. However, part of how development has been envisioned in many African cities is to increase use of transport over walking. So, there’s greater investment in building better public transportation. By María Laura Ramírez | May 13, 2025. Disponível em: https://medium.com/@marialauraramirez/walkability-in-nairobi-and-seattle. Acesso em: jun. 2025. Adaptado. O objetivo da autora do Text 1 é

Imagens anexadas

A)detalhar dados coletados sobre as cidades que apresentam alto índice de mobilidade e sustentabilidade, com base na infraestrutura favorável a deslocamentos, sem levar em conta as condições climáticas ou o relevo local.
B)contribuir com um estudo sobre cidades consideradas “próprias para caminhar” e as que são “dependentes de carro”, desenvolvido por pesquisadores nos continentes africano, americano e europeu, em face da sustentabilidade social e da urgência climática.
C)traçar um comparativo entre duas cidades, de diferentes continentes, trazendo informações sobre as formas de locomoção das pessoas para suas atividades diárias, com reflexões acerca de cidades consideradas “caminháveis” e “não caminháveis”.
D)corroborar dados divulgados em pesquisas realizadas sobre cidades consideradas “caminháveis” em todo o mundo, com base na Walk Score Association e no fórum coletivo “Ciudades que caminan”, cujos resultados são de fundamental importância para o futuro da humanidade.
E)entender o comportamento das pessoas residentes em Seatle, cidade em que ela reside, em vista das excelentes condições de mobilidade urbana dessa metrópole norte-americana, por suas condições climáticas e proximidade à natureza.

UPE2026SSA 3Questao 18InglêsMedia

**Text 1** (for questions 18, 19 and 20) **The fundamental clash between artificial intelligence and teaching the humanities** [1] I teach history at a university and, like other colleagues in the humanities, I have had to do some serious rethinking in the face of the artificial intelligence **onslaught**. I am convinced that AI can be a very valuable tool in the sciences, even in teaching science. But I am struggling to see how AI brings any value at all to teaching in the humanities. [2] Much of the discussion to date has been around the scourge of cheating. How do we prevent students from simply generating answers using AI tools? This is an important discussion. But for me, the problem runs much deeper than cheating. It reaches to the very core of what we do in the humanities. [3] So, let’s start by asking what we as teachers would like to achieve in the humanities. Of course, we would like students to absorb a certain amount of detail about human history, ideas and behavior. [4] But, far more importantly, we want to impart skills. Students who do humanities degrees should learn how to read extensively, effectively and critically. Ideally, we should instill a love of reading and a sense of curiosity. [5] Emerging out of this, students should learn some writing skills. They should be able to write with clarity and structure an argument. They should be able to convey the complexity of social interaction. We are trying to nurture the next generation of critical thinkers, artists, teachers, social researchers. **How does AI help in this endeavor?** [6] Large language models (LLMs) are excellent at aggregating and summarizing. They write grammatically and clearly. They structure information systematically. As the months go by, AI tools seem to be making fewer factual errors, especially if they are challenged with good follow-up questions. There is no doubt that cross-language translation can be enormously valuable for humanities research. [7] But can any of this help to impart core humanities skills? Aside perhaps from assisting with the absorption of some basic factual content, I don’t believe so. If students turn to AI, how do we help them to learn to read, let alone read critically, and develop writing skills? More importantly, why should I let an LLM shape my teaching program? [8] AI is ultimately anti-humanities. It is extremely broad, yet shallow. It is anti-reading, anti-writing, anti-complexity. It does not encourage individuals to think critically or write creatively. So how do we work with it? [9] This is not merely an anti-cheating measure. It is about pedagogy. If I assign readings to students, they are far more likely to read them, absorb them and engage critically in a space cut off from technology. They will, with guidance and careful grading, sharpen their writing skills over time. **Redundant skills?** [10] Are the skills of critical reading, creative thinking and writing simply becoming redundant? Some colleagues have argued that if we have AI, we shouldn’t fight against it. Instead of teaching these old-fashioned skills we should rather be helping students to work effectively with AI. [11] I think this is a very dangerous argument. Even the most enthusiastic advocates of AI acknowledge that AI tools are only as good as the input material. So, who, then, is going to feed in quality research and writing? How do we advance knowledge? What will happen to art? [12] If we lose our fundamental humanities skills, AI will eventually operate on an ever-expanding self-referential loop: balanced, wide-ranging at best, but bland, passionless, unoriginal. [13] We can’t allow a passive dependency to set in. There are vital human skills which need to be passed on to the next generation. By Clive Glaser, 10 Apr 2025. Disponível em: https://www.dailymaverick.co.za/opinionista/2025-04-10-the-fundamental-clash-between-artificial-intelligence-and-teaching-the-humanities/ Acesso em: 9 maio 2025. Adaptado. In the excerpt “I think this is a very dangerous argument. Even the most enthusiastic advocates of AI acknowledge that AI tools are only as good as the input material […]” (Paragraph 11), the author is

A)showing a certain irony.
B)expressing his own opinion.
C)expressing doubt and disbelieving.
D)agreeing with AI supporters.
E)summarizing the utilities of AI.

UPE2026SSA 2Questao 19InglêsMedia

Text 1 (for questions 18, 19, 20 and 21) Walkability in Nairobi and Seattle (1) When I talk about the places I’ve lived, many people ask me about cultural shocks. Even now, living in the United States. While coming from Chile to this country doesn’t bring major shocks beyond some differences in how people interact, arriving here from Kenya did bring up a few things that caught my attention and prompted some reflection. One of those things was the change in the number of people walking on the streets. (2) At first, going from Istanbul to Nairobi wasn’t a huge change in that sense. In Istanbul, there are many areas where you see large crowds of people walking, so much so that, it used to give me anxiety. However, Nairobi was different. There, it’s not just certain areas with lots of people walking, practically the whole city has a constant flow of people on foot. I remember during my morning commutes to work, I’d see hundreds of people walking. In Kenya, walking is a key mode of transportation. (3) This aspect was a real shock, especially when compared to the United States, where hardly anyone walks. Here, walking is reserved almost exclusively for being inside the supermarket, the mall, or for exercising in parks, parks that most people drive to. In other words, walking is seen as a recreational activity, not a means of transportation. (4) A similar pattern appears with public transport. In Nairobi, those who need to travel longer distances take a matatu, a kind of minibus, which is usually packed. In contrast, in the United States, buses are often empty, since most people opt to drive. (5) This has made me reflect a lot on two transport-related issues: one is how walkable a city is, and the other is who actually walks in those cities. As a researcher, especially with a perspective shaped by the European context, I’ve seen many projects focused on making cities more walkable, promoting this practice due to its many health benefits. (6) According to the collective “Ciudades que caminan” (Cities that Walk), a walkable city is one where public spaces are conceived as high-priority pedestrian zones, where walking is, effectively, prioritized over other modes of transport such as bikes, public transport, and especially cars. Achieving this requires proper infrastructure like well-maintained sidewalks, signage, and above all, planning. (7) With that definition, one would assume that a city with a high walkability index will indeed encourage people to walk instead of drive. That’s what I thought too. But seeing the number of people walking in Nairobi, a city that I wouldn’t consider particularly walkable, really made me question that concept. And that doubt grew even more when I saw how few pedestrians there are in Seattle, a city supposedly very walkable. (8) The walk score is calculated at the neighborhood level, not for entire cities. In Nairobi, these data aren’t as official, since Kenya isn’t included in the formal assessments by the Walk Score Association. Still, Nairobi’s Central Business District (CBD) has a score of 98, qualifying it as a “walker’s paradise.” I lived in Kilimani, a middle- and upper-class area about 10 minutes by car from the center. Its walk score is 39, classified as “car-dependent.” Other neighborhoods have varied scores: Karen 29, Kibera 10 [...]. Generally, the scores tend to be low, both in wealthier and poorer neighborhoods. (9) In Seattle, the downtown area has a walkability score of 98, despite its hills. South Admiral scores 55, Tukwila 41, Queen Anne 95 [...]. There’s quite a bit of variation, some areas score over 90, others hover around 40 or 50. Still, overall, the city is considered walkable. (10) But how many people actually use walking as a mode of transportation in Seattle? It’s hard to say. Obviously, weather also plays a role: Seattle is rainy and cold in winter, which doesn’t make walking easy, but it has better pedestrian infrastructure than Nairobi. Yet, far more people walk in Nairobi every day. I believe this is mainly due to economic reasons [...]. (11) So, what actually makes a city truly walkable? People in Nairobi walk kilometers every day, in the rain, without sidewalks, crossing rivers. I don’t mean to say that walking in Seattle doesn’t have its own challenges, like the weather, but undoubtedly people prefer to drive. (12) I don’t have a clear answer as to what factors make a city genuinely walkable, or what weighs more heavily in people’s decision to walk. However, part of how development has been envisioned in many African cities is to increase use of transport over walking. So, there’s greater investment in building better public transportation. By María Laura Ramírez | May 13, 2025. Disponível em: https://medium.com/@marialauraramirez/walkability-in-nairobi-and-seattle. Acesso em: jun. 2025. Adaptado. Com base no conceito de “cidades caminháveis” apresentado no Text 1, é CORRETO afirmar que a autora

Imagens anexadas

A)entende por que as cidades africanas são mais apropriadas à locomoção humana: nelas caminhar é a melhor opção para seus habitantes que, geralmente, não usam outros meios de transporte para suas atividades diárias.
B)explica que as condições de transporte em Nairobi e Seatle são distintas, mas compreensíveis a partir dos padrões culturais das respectivas populações, sendo, ambas, modelos de mobilidade para o mundo.
C)crê que o grande número de pessoas circulando em Nairobi e em muitas cidades africanas ocorre pela falta de acesso ao transporte coletivo seguro, enquanto em Seatle há transporte público de qualidade.
D)comprova sua tese de que as condições culturais de cada lugar têm grande influência nas formas de deslocamento, sendo as metrópoles comprovadamente inadequadas para a circulação de pedestres.
E)põe em dúvida o conceito, uma vez que conhece Nairobi e a considera uma cidade “não caminhável”, porém com grande número de pedestres circulando, enquanto em Seatle, supostamente “muito caminhável”, as pessoas preferem dirigir.

UPE2026SSA 3Questao 19InglêsMedia

**Text 1** (for questions 18, 19 and 20) **The fundamental clash between artificial intelligence and teaching the humanities** [1] I teach history at a university and, like other colleagues in the humanities, I have had to do some serious rethinking in the face of the artificial intelligence **onslaught**. I am convinced that AI can be a very valuable tool in the sciences, even in teaching science. But I am struggling to see how AI brings any value at all to teaching in the humanities. [2] Much of the discussion to date has been around the scourge of cheating. How do we prevent students from simply generating answers using AI tools? This is an important discussion. But for me, the problem runs much deeper than cheating. It reaches to the very core of what we do in the humanities. [3] So, let’s start by asking what we as teachers would like to achieve in the humanities. Of course, we would like students to absorb a certain amount of detail about human history, ideas and behavior. [4] But, far more importantly, we want to impart skills. Students who do humanities degrees should learn how to read extensively, effectively and critically. Ideally, we should instill a love of reading and a sense of curiosity. [5] Emerging out of this, students should learn some writing skills. They should be able to write with clarity and structure an argument. They should be able to convey the complexity of social interaction. We are trying to nurture the next generation of critical thinkers, artists, teachers, social researchers. **How does AI help in this endeavor?** [6] Large language models (LLMs) are excellent at aggregating and summarizing. They write grammatically and clearly. They structure information systematically. As the months go by, AI tools seem to be making fewer factual errors, especially if they are challenged with good follow-up questions. There is no doubt that cross-language translation can be enormously valuable for humanities research. [7] But can any of this help to impart core humanities skills? Aside perhaps from assisting with the absorption of some basic factual content, I don’t believe so. If students turn to AI, how do we help them to learn to read, let alone read critically, and develop writing skills? More importantly, why should I let an LLM shape my teaching program? [8] AI is ultimately anti-humanities. It is extremely broad, yet shallow. It is anti-reading, anti-writing, anti-complexity. It does not encourage individuals to think critically or write creatively. So how do we work with it? [9] This is not merely an anti-cheating measure. It is about pedagogy. If I assign readings to students, they are far more likely to read them, absorb them and engage critically in a space cut off from technology. They will, with guidance and careful grading, sharpen their writing skills over time. **Redundant skills?** [10] Are the skills of critical reading, creative thinking and writing simply becoming redundant? Some colleagues have argued that if we have AI, we shouldn’t fight against it. Instead of teaching these old-fashioned skills we should rather be helping students to work effectively with AI. [11] I think this is a very dangerous argument. Even the most enthusiastic advocates of AI acknowledge that AI tools are only as good as the input material. So, who, then, is going to feed in quality research and writing? How do we advance knowledge? What will happen to art? [12] If we lose our fundamental humanities skills, AI will eventually operate on an ever-expanding self-referential loop: balanced, wide-ranging at best, but bland, passionless, unoriginal. [13] We can’t allow a passive dependency to set in. There are vital human skills which need to be passed on to the next generation. By Clive Glaser, 10 Apr 2025. Disponível em: https://www.dailymaverick.co.za/opinionista/2025-04-10-the-fundamental-clash-between-artificial-intelligence-and-teaching-the-humanities/ Acesso em: 9 maio 2025. Adaptado. Identifique, nas alternativas a seguir, o trecho em que o autor se mostra seguro e favorável a uma das ferramentas da IA.

A)There is no doubt that cross-language translation can be enormously valuable for humanities research. (Paragraph 6)
B)If we lose our fundamental humanities skills, AI will eventually operate on an ever-expanding self-referential loop […] (Paragraph 12)
C)Even the most enthusiastic advocates of AI acknowledge that AI tools are only as good as the input material. (Paragraph 11)
D)We are trying to nurture the next generation of critical thinkers, artists, teachers, social researchers. (Paragraph 5)
E)Aside perhaps from assisting with the absorption of some basic factual content, I don’t believe so. (Paragraph 7)

UPE2026SSA 2Questao 20InglêsMedia

Text 1 (for questions 18, 19, 20 and 21) Walkability in Nairobi and Seattle (1) When I talk about the places I’ve lived, many people ask me about cultural shocks. Even now, living in the United States. While coming from Chile to this country doesn’t bring major shocks beyond some differences in how people interact, arriving here from Kenya did bring up a few things that caught my attention and prompted some reflection. One of those things was the change in the number of people walking on the streets. (2) At first, going from Istanbul to Nairobi wasn’t a huge change in that sense. In Istanbul, there are many areas where you see large crowds of people walking, so much so that, it used to give me anxiety. However, Nairobi was different. There, it’s not just certain areas with lots of people walking, practically the whole city has a constant flow of people on foot. I remember during my morning commutes to work, I’d see hundreds of people walking. In Kenya, walking is a key mode of transportation. (3) This aspect was a real shock, especially when compared to the United States, where hardly anyone walks. Here, walking is reserved almost exclusively for being inside the supermarket, the mall, or for exercising in parks, parks that most people drive to. In other words, walking is seen as a recreational activity, not a means of transportation. (4) A similar pattern appears with public transport. In Nairobi, those who need to travel longer distances take a matatu, a kind of minibus, which is usually packed. In contrast, in the United States, buses are often empty, since most people opt to drive. (5) This has made me reflect a lot on two transport-related issues: one is how walkable a city is, and the other is who actually walks in those cities. As a researcher, especially with a perspective shaped by the European context, I’ve seen many projects focused on making cities more walkable, promoting this practice due to its many health benefits. (6) According to the collective “Ciudades que caminan” (Cities that Walk), a walkable city is one where public spaces are conceived as high-priority pedestrian zones, where walking is, effectively, prioritized over other modes of transport such as bikes, public transport, and especially cars. Achieving this requires proper infrastructure like well-maintained sidewalks, signage, and above all, planning. (7) With that definition, one would assume that a city with a high walkability index will indeed encourage people to walk instead of drive. That’s what I thought too. But seeing the number of people walking in Nairobi, a city that I wouldn’t consider particularly walkable, really made me question that concept. And that doubt grew even more when I saw how few pedestrians there are in Seattle, a city supposedly very walkable. (8) The walk score is calculated at the neighborhood level, not for entire cities. In Nairobi, these data aren’t as official, since Kenya isn’t included in the formal assessments by the Walk Score Association. Still, Nairobi’s Central Business District (CBD) has a score of 98, qualifying it as a “walker’s paradise.” I lived in Kilimani, a middle- and upper-class area about 10 minutes by car from the center. Its walk score is 39, classified as “car-dependent.” Other neighborhoods have varied scores: Karen 29, Kibera 10 [...]. Generally, the scores tend to be low, both in wealthier and poorer neighborhoods. (9) In Seattle, the downtown area has a walkability score of 98, despite its hills. South Admiral scores 55, Tukwila 41, Queen Anne 95 [...]. There’s quite a bit of variation, some areas score over 90, others hover around 40 or 50. Still, overall, the city is considered walkable. (10) But how many people actually use walking as a mode of transportation in Seattle? It’s hard to say. Obviously, weather also plays a role: Seattle is rainy and cold in winter, which doesn’t make walking easy, but it has better pedestrian infrastructure than Nairobi. Yet, far more people walk in Nairobi every day. I believe this is mainly due to economic reasons [...]. (11) So, what actually makes a city truly walkable? People in Nairobi walk kilometers every day, in the rain, without sidewalks, crossing rivers. I don’t mean to say that walking in Seattle doesn’t have its own challenges, like the weather, but undoubtedly people prefer to drive. (12) I don’t have a clear answer as to what factors make a city genuinely walkable, or what weighs more heavily in people’s decision to walk. However, part of how development has been envisioned in many African cities is to increase use of transport over walking. So, there’s greater investment in building better public transportation. By María Laura Ramírez | May 13, 2025. Disponível em: https://medium.com/@marialauraramirez/walkability-in-nairobi-and-seattle. Acesso em: jun. 2025. Adaptado. Considerando as informações do Text 1, assinale a alternativa cujas afirmações estão CORRETAS.

Imagens anexadas

A)Em Nairóbi, não há apenas algumas áreas com muitas pessoas caminhando, praticamente toda a cidade tem um fluxo constante de pessoas a pé.
B)No Quênia, o Distrito Central de Negócios de Nairobi é o único lugar do país tido como um "paraíso para pedestres", segundo dados da Walk Score Association.
C)Em Seattle, o centro não obteve boa pontuação para caminhar em razão das colinas; contudo, em outras áreas, a pontuação sobe, e o fluxo de pedestres aumenta.
D)Em Istambul, são comuns multidões de pessoas nas áreas mais antigas, o que não chega a ser incômodo para os visitantes, pois trata-se de uma metrópole da Europa.
E)Nos Estados Unidos, a população costuma usar ônibus para ir ao trabalho, porém dá preferência ao metrô e ao carro para ir às compras e às atividades de lazer.

UPE2026SSA 1Questao 20InglêsMedia

Text 1 (for questions 20 and 21) Coral reef ecosystems Coral reefs are some of the most diverse ecosystems in the world. Coral polyps, the animals primarily responsible for building reefs, can take many forms: large reef building colonies, graceful flowing fans, and even small, solitary organisms. Thousands of species of corals have been discovered; some live in warm, shallow, tropical seas and others in the cold, dark depths of the ocean. (…) Because of the diversity of life found in the habitats created by corals, reefs are often called the "rainforests of the sea." About 25% of the ocean's fish depend on healthy coral reefs. 2 ……………………………………………………… Shallow water, reef-building corals have a symbiotic relationship with photosynthetic algae called zooxanthellae, which live in their tissues. The coral provides a protected environment and the compounds zooxanthellae need for photosynthesis. In return, the algae produce carbohydrates that the coral uses for food, as well as oxygen. The algae also help the coral remove waste. Deep-sea corals live in much deeper or colder oceanic waters and lack zooxanthellae. Unlike their shallow water relatives, which rely heavily on photosynthesis to produce food, deep sea corals take in plankton and organic matter for much of their energy needs. 3 ……………………………………………………… Coral reefs protect coastlines from storms and erosion, provide jobs for local communities, and offer opportunities for recreation. They are also a source of food and new medicines. Over half a billion people depend on reefs for food, income, and protection. Fishing, diving, and snorkeling on and near reefs add hundreds of millions of dollars to local businesses. The net economic value of the world’s coral reefs is estimated to be nearly tens of billions of U.S. dollars per year. These ecosystems are culturally important to indigenous people around the world. 4 ………………………………………………………. Corals have long been popular as souvenirs, for home decor, and in jewelry, but many consumers are unaware that these beautiful structures are made by living creatures. Fewer still realize that corals are dying off at alarming rates. 5 ………………………………………………………… Unfortunately, coral reef ecosystems are severely threatened. Some threats are natural, such as diseases, predators, and storms. Other threats are caused by people, including pollution, sedimentation, unsustainable fishing practices, and climate change, which is raising ocean temperatures and causing ocean acidification. Many of these threats can stress corals, leading to coral bleaching and possible death, while others cause physical damage to these delicate ecosystems. […] Disponível em: https://www.noaa.gov/education/resource-collections/marine-life/coral-reef-ecosystems#:~:text Acesso em: 20 jul. 2025. Adaptado. Considerando as informações do Text 1, identifique os tópicos tratados nos trechos/parágrafos numerados, assinalando a alternativa que apresenta os subtítulos com a numeração CORRETA.

Imagens anexadas

A)2 “Corals are already a gift. Don’t give them as presents.” / 3 “Threats to coral reef ecosystems” / 4 “Benefits of coral reef ecosystems” / 5 “Coral characteristics”.
B)2 “Coral characteristics” / 3 “Threats to coral reef ecosystems” / 4 “Benefits of coral reef ecosystems” / 5 “Corals are already a gift. Don’t give them as presents.”.
C)2 “Benefits of coral reef ecosystems” / 3 Threats to coral reef ecosystems / 4 Corals are already a gift. Don’t give them as presents. / 5 Coral characteristics.
D)2 “Coral characteristics” / 3 “Benefits of coral reef ecosystems” / 4 “Corals are already a gift. Don’t give them as presents.” / 5 “Threats to coral reef ecosystems.”.
E)2 “Benefits of coral reef ecosystems” / 3 “Coral characteristics” / 4 “Threats to coral reef ecosystems” / 5 “Corals are already a gift. Don’t give them as presents.”.

UPE2026SSA 3Questao 20InglêsMedia

**Text 1** (for questions 18, 19 and 20) **The fundamental clash between artificial intelligence and teaching the humanities** [1] I teach history at a university and, like other colleagues in the humanities, I have had to do some serious rethinking in the face of the artificial intelligence **onslaught**. I am convinced that AI can be a very valuable tool in the sciences, even in teaching science. But I am struggling to see how AI brings any value at all to teaching in the humanities. [2] Much of the discussion to date has been around the scourge of cheating. How do we prevent students from simply generating answers using AI tools? This is an important discussion. But for me, the problem runs much deeper than cheating. It reaches to the very core of what we do in the humanities. [3] So, let’s start by asking what we as teachers would like to achieve in the humanities. Of course, we would like students to absorb a certain amount of detail about human history, ideas and behavior. [4] But, far more importantly, we want to impart skills. Students who do humanities degrees should learn how to read extensively, effectively and critically. Ideally, we should instill a love of reading and a sense of curiosity. [5] Emerging out of this, students should learn some writing skills. They should be able to write with clarity and structure an argument. They should be able to convey the complexity of social interaction. We are trying to nurture the next generation of critical thinkers, artists, teachers, social researchers. **How does AI help in this endeavor?** [6] Large language models (LLMs) are excellent at aggregating and summarizing. They write grammatically and clearly. They structure information systematically. As the months go by, AI tools seem to be making fewer factual errors, especially if they are challenged with good follow-up questions. There is no doubt that cross-language translation can be enormously valuable for humanities research. [7] But can any of this help to impart core humanities skills? Aside perhaps from assisting with the absorption of some basic factual content, I don’t believe so. If students turn to AI, how do we help them to learn to read, let alone read critically, and develop writing skills? More importantly, why should I let an LLM shape my teaching program? [8] AI is ultimately anti-humanities. It is extremely broad, yet shallow. It is anti-reading, anti-writing, anti-complexity. It does not encourage individuals to think critically or write creatively. So how do we work with it? [9] This is not merely an anti-cheating measure. It is about pedagogy. If I assign readings to students, they are far more likely to read them, absorb them and engage critically in a space cut off from technology. They will, with guidance and careful grading, sharpen their writing skills over time. **Redundant skills?** [10] Are the skills of critical reading, creative thinking and writing simply becoming redundant? Some colleagues have argued that if we have AI, we shouldn’t fight against it. Instead of teaching these old-fashioned skills we should rather be helping students to work effectively with AI. [11] I think this is a very dangerous argument. Even the most enthusiastic advocates of AI acknowledge that AI tools are only as good as the input material. So, who, then, is going to feed in quality research and writing? How do we advance knowledge? What will happen to art? [12] If we lose our fundamental humanities skills, AI will eventually operate on an ever-expanding self-referential loop: balanced, wide-ranging at best, but bland, passionless, unoriginal. [13] We can’t allow a passive dependency to set in. There are vital human skills which need to be passed on to the next generation. By Clive Glaser, 10 Apr 2025. Disponível em: https://www.dailymaverick.co.za/opinionista/2025-04-10-the-fundamental-clash-between-artificial-intelligence-and-teaching-the-humanities/ Acesso em: 9 maio 2025. Adaptado. Considerando o contexto e as regras de gramática da língua inglesa, assinale a alternativa que registra a análise linguística CORRETA.

A)No trecho “Students who do humanities degrees should learn how to read **extensively**, **effectively** and **critically**.” (paragraph 4), as palavras destacadas são conjunções que, no contexto, indicam uma sequência de ações executadas pelos estudantes na graduação.
B)Em “Of course, we would like students to absorb a certain amount of detail about human history, ideas and behavior.” (paragraph 3), o autor responde a uma provocação feita pelos apoiadores do uso das ferramentas da IA para moldar currículos da área de Humanas.
C)Na passagem “**If** I assign readings to students, they are far more likely to read them, absorb them and engage critically in a space cut off from technology.” (paragraph 9), o termo destacado expressa ideia de concessão, arrefecendo a argumentação do autor.
D)No trecho “AI is ultimately anti-humanities. It is extremely broad, yet shallow. It is anti-reading, anti-writing, anti-complexity. It does not encourage individuals to think critically or write creatively.” (paragraph 8), o autor se opõe claramente à IA e, para isso, faz uso de várias palavras cujas escolhas semânticas definem bem sua posição.
E)Em “I am convinced that AI can be a very valuable tool in the sciences, even in teaching science. **But** I am struggling to see how AI brings any value at all to teaching in the humanities.” (paragraph 1), o marcador destacado apoia a ideia colocada na oração anterior, preparando a tese.

UPE2026SSA 3Questao 21InglêsMedia

**Text 2** (for question 21) **Arctic Circle** is usually a comic strip about climate change and other environmental issues. It follows the adventures of three penguins, Oscar, Ed, and Gordo, who left Antarctica and moved north. There, they made friends with a polar bear, a lemming, and a snow rabbit, all of whom hang out at Hector’s bar. Together, they face the challenges of living in a changing world, while trying to be more eco-conscious. **Text 3** (for question 21) Arctic Circle Cartoons, by Alex Hallatt. Disponível em: https://www.alexhallatt.com/blog/arctic-circle-cartoon-greta-thunberg-extinction-rebellion. Acesso em: 9 maio 2025. Com base nos Textos 2 e 3, considerando as características e o propósito de cada um, assinale a alternativa CORRETA.

Imagens anexadas

A)Os Textos 2 e 3 têm em comum a estranha atmosfera dos Polos, já que o propósito de ambos é atrair o leitor para visitar o Ártico e conhecer algumas formas de sobreviver nas temperaturas mais geladas do Planeta.
B)O Texto 2, cuja função é meramente informativa, difere do propósito da tira (Texto 3), que quer chamar a atenção do leitor, de forma bem-humorada, para os riscos que correm os pinguins e outras espécies da Antártica.
C)Os Textos 2 e 3 são de gêneros diferentes e trazem, em seu cerne, propósitos distintos, já que suas funções são, respectivamente, informar sobre as geleiras e provocar o leitor com o humor insosso dos habitantes dos Polos.
D)O Texto 2, de propósito claramente comercial, explora a capacidade turística do Ártico pela beleza dos icebergs; já a tira cômica, com certa ironia, destaca a vida leve dos pinguins e andorinhas, ícones desse oceano gelado.
E)Os Textos 2 e 3 têm como propósito atrair a atenção do leitor e/ou consumidor para a emergência climática, colocando em foco questões relacionadas às regiões polares, e sugerem, ao seu modo, possibilidades de ação e/ou solução.

UPE2026SSA 1Questao 21InglêsMedia

Text 1 (for questions 20 and 21) Coral reef ecosystems Coral reefs are some of the most diverse ecosystems in the world. Coral polyps, the animals primarily responsible for building reefs, can take many forms: large reef building colonies, graceful flowing fans, and even small, solitary organisms. Thousands of species of corals have been discovered; some live in warm, shallow, tropical seas and others in the cold, dark depths of the ocean. (…) Because of the diversity of life found in the habitats created by corals, reefs are often called the "rainforests of the sea." About 25% of the ocean's fish depend on healthy coral reefs. 2 ……………………………………………………… Shallow water, reef-building corals have a symbiotic relationship with photosynthetic algae called zooxanthellae, which live in their tissues. The coral provides a protected environment and the compounds zooxanthellae need for photosynthesis. In return, the algae produce carbohydrates that the coral uses for food, as well as oxygen. The algae also help the coral remove waste. Deep-sea corals live in much deeper or colder oceanic waters and lack zooxanthellae. Unlike their shallow water relatives, which rely heavily on photosynthesis to produce food, deep sea corals take in plankton and organic matter for much of their energy needs. 3 ……………………………………………………… Coral reefs protect coastlines from storms and erosion, provide jobs for local communities, and offer opportunities for recreation. They are also a source of food and new medicines. Over half a billion people depend on reefs for food, income, and protection. Fishing, diving, and snorkeling on and near reefs add hundreds of millions of dollars to local businesses. The net economic value of the world’s coral reefs is estimated to be nearly tens of billions of U.S. dollars per year. These ecosystems are culturally important to indigenous people around the world. 4 ………………………………………………………. Corals have long been popular as souvenirs, for home decor, and in jewelry, but many consumers are unaware that these beautiful structures are made by living creatures. Fewer still realize that corals are dying off at alarming rates. 5 ………………………………………………………… Unfortunately, coral reef ecosystems are severely threatened. Some threats are natural, such as diseases, predators, and storms. Other threats are caused by people, including pollution, sedimentation, unsustainable fishing practices, and climate change, which is raising ocean temperatures and causing ocean acidification. Many of these threats can stress corals, leading to coral bleaching and possible death, while others cause physical damage to these delicate ecosystems. […] Disponível em: https://www.noaa.gov/education/resource-collections/marine-life/coral-reef-ecosystems#:~:text Acesso em: 20 jul. 2025. Adaptado. A partir das informações do Text 1, é CORRETO afirmar que

Imagens anexadas

A)muitas ameaças podem estressar os corais, desde as naturais (doenças, predadores e tempestades) às causadas pelo homem (poluição, sedimentação, práticas de pesca insustentáveis...) levando-os ao branqueamento e possível morte.
B)o valor econômico líquido dos recifes de corais do mundo é estimado em centenas de bilhões de dólares no Oceano Pacífico, posto que esses ecossistemas são muito importantes para a economia dos povos indígenas e, sobretudo, para a cultura mundial.
C)o valor econômico líquido dos recifes de corais do mundo é estimado em quase dezenas de bilhões de dólares, razão pela qual são utilizados em joias e como formas de presentear pessoas no mundo todo, levando os pescadores à extração predatória.
D)a pesca, o mergulho e o turismo em torno das barreiras de corais do Pacífico vêm causando o fenômeno do branqueamento desses delicados ecossistemas, que não apenas deixarão de existir em breve, mas mudarão o clima de todos os mares e oceanos da Terra.
E)milhares de espécies de corais foram descobertas recentemente por mergulhadores treinados; sabe-se que algumas desenvolveram formas de vida muito extremas e são encontradas apenas nas profundezas frias e escuras do oceano Pacífico.

UPE2026SSA 2Questao 21InglêsMedia

Text 1 (for questions 18, 19, 20 and 21) Walkability in Nairobi and Seattle (1) When I talk about the places I’ve lived, many people ask me about cultural shocks. Even now, living in the United States. While coming from Chile to this country doesn’t bring major shocks beyond some differences in how people interact, arriving here from Kenya did bring up a few things that caught my attention and prompted some reflection. One of those things was the change in the number of people walking on the streets. (2) At first, going from Istanbul to Nairobi wasn’t a huge change in that sense. In Istanbul, there are many areas where you see large crowds of people walking, so much so that, it used to give me anxiety. However, Nairobi was different. There, it’s not just certain areas with lots of people walking, practically the whole city has a constant flow of people on foot. I remember during my morning commutes to work, I’d see hundreds of people walking. In Kenya, walking is a key mode of transportation. (3) This aspect was a real shock, especially when compared to the United States, where hardly anyone walks. Here, walking is reserved almost exclusively for being inside the supermarket, the mall, or for exercising in parks, parks that most people drive to. In other words, walking is seen as a recreational activity, not a means of transportation. (4) A similar pattern appears with public transport. In Nairobi, those who need to travel longer distances take a matatu, a kind of minibus, which is usually packed. In contrast, in the United States, buses are often empty, since most people opt to drive. (5) This has made me reflect a lot on two transport-related issues: one is how walkable a city is, and the other is who actually walks in those cities. As a researcher, especially with a perspective shaped by the European context, I’ve seen many projects focused on making cities more walkable, promoting this practice due to its many health benefits. (6) According to the collective “Ciudades que caminan” (Cities that Walk), a walkable city is one where public spaces are conceived as high-priority pedestrian zones, where walking is, effectively, prioritized over other modes of transport such as bikes, public transport, and especially cars. Achieving this requires proper infrastructure like well-maintained sidewalks, signage, and above all, planning. (7) With that definition, one would assume that a city with a high walkability index will indeed encourage people to walk instead of drive. That’s what I thought too. But seeing the number of people walking in Nairobi, a city that I wouldn’t consider particularly walkable, really made me question that concept. And that doubt grew even more when I saw how few pedestrians there are in Seattle, a city supposedly very walkable. (8) The walk score is calculated at the neighborhood level, not for entire cities. In Nairobi, these data aren’t as official, since Kenya isn’t included in the formal assessments by the Walk Score Association. Still, Nairobi’s Central Business District (CBD) has a score of 98, qualifying it as a “walker’s paradise.” I lived in Kilimani, a middle- and upper-class area about 10 minutes by car from the center. Its walk score is 39, classified as “car-dependent.” Other neighborhoods have varied scores: Karen 29, Kibera 10 [...]. Generally, the scores tend to be low, both in wealthier and poorer neighborhoods. (9) In Seattle, the downtown area has a walkability score of 98, despite its hills. South Admiral scores 55, Tukwila 41, Queen Anne 95 [...]. There’s quite a bit of variation, some areas score over 90, others hover around 40 or 50. Still, overall, the city is considered walkable. (10) But how many people actually use walking as a mode of transportation in Seattle? It’s hard to say. Obviously, weather also plays a role: Seattle is rainy and cold in winter, which doesn’t make walking easy, but it has better pedestrian infrastructure than Nairobi. Yet, far more people walk in Nairobi every day. I believe this is mainly due to economic reasons [...]. (11) So, what actually makes a city truly walkable? People in Nairobi walk kilometers every day, in the rain, without sidewalks, crossing rivers. I don’t mean to say that walking in Seattle doesn’t have its own challenges, like the weather, but undoubtedly people prefer to drive. (12) I don’t have a clear answer as to what factors make a city genuinely walkable, or what weighs more heavily in people’s decision to walk. However, part of how development has been envisioned in many African cities is to increase use of transport over walking. So, there’s greater investment in building better public transportation. By María Laura Ramírez | May 13, 2025. Disponível em: https://medium.com/@marialauraramirez/walkability-in-nairobi-and-seattle. Acesso em: jun. 2025. Adaptado. Observe a análise linguística acerca dos elementos destacados e assinale a alternativa CORRETA.

Imagens anexadas

A)However, part of how development has been envisioned in many African cities is to increase use of transport over walking. (12th paragraph), é uma conjunção e está sendo usada para introduzir orações de resultado ou conclusão.
B)In other words, walking is seen as a recreational activity, not a means of transportation. (3rd paragraph) foi usado para reformular algo que já foi dito, tornando-o mais fácil de entender ou para expressar a mesma ideia.
C)So, what actually makes a city truly walkable? (11th paragraph), trata-se de um advérbio usado para apresentar uma ideia oposta a algo que acabou de ser dito.
D)Yet, far more people walk in Nairobi every day. (10th paragraph) foi usado para introduzir as circunstâncias em que um evento ou situação poderia acontecer, ou seja, uma possibilidade.
E)But seeing the number of people walking in Nairobi, a city that I wouldn’t consider particularly walkable [...] (7th paragraph) foi usado para introduzir uma informação ou opinião que complementa e/ou apoia a oração anterior.

UPE2026SSA 3Questao 22InglêsMedia

**Text 4** (for questions 22 and 23) Disponível em: https://marketoonist.com/2024/03/potential-of-ai.html. Acesso em: 9 maio 2025. **Text 5** (for questions 22 and 23) Disponível em: https://marketoonist.com/2024/03/potential-of-ai.html. Acesso em: 9 maio 2025. Nos Textos 4 e 5, as conversas entre os personagens fornecem o tom humorístico, sugerindo uma reflexão sobre

Imagens anexadas

A)os desafios impostos pela IA, que podem causar descompasso em razão de nossa capacidade de avaliar benefícios e riscos e gerar dúvidas e ambiguidades no trabalho.
B)a utilização da IA por empresas que, de forma autoritária, querem, acima de tudo, aparentar modernidade, levando pânico a muitos profissionais no mundo corporativo.
C)os exageros da ciência da computação no desenvolvimento da IA, que, sem oferecer segurança para o uso correto nas empresas, deixa muitos empregados em crise existencial.
D)os investimentos gigantescos feitos pelas empresas em ferramentas da IA para diminuir gastos, deixando muitos profissionais fora do mercado de trabalho.
E)o radicalismo dos que não aceitam usar ferramentas da IA em seus projetos, gerando grande incompatibilidade tanto nas ações quanto nas relações no ambiente corporativo.

UPE2026SSA 2Questao 22InglêsMedia

Frazz is a comic strip by Jef Mallett. In the comic, Edwin “Frazz” Frazier works as a school janitor at Bryson Elementary School. He mentors the students of the school, particularly Caulfield, a genius who hates school because it fails to challenge him. Text 2 (for question 22) No Text 2, a fala de Frazz, no último quadrinho, evidencia sua

Imagens anexadas

A)dúvida de diversão (ou hobby) para curtir o feriado do 4th of July, bastante aguardado pelos norte-americanos.
B)aprovação à prática de um dos esportes mais populares entre os adolescentes norte-americanos – o basquete.
C)obsessão pelo trabalho voluntário e pela prática esportiva, dos quais não abre mão nem mesmo nos feriados.
D)compreensão do significado de independência, em resposta às expectativas para o feriado do 4th of July.
E)paixão por esportes e obediência ao treinador, que o adverte sobre o consumo no Dia da Independência dos EUA.

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