Inglês - Livro 1-177-180

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c A autora, ao invocar o provérbio que pode ser 
traduzido por “Quando em Roma, faça como os 
romanos”, propõe a inutilidade das reivindicações 
feministas, defendendo que as mulheres atenham-
-se ao que é socialmente esperado delas.
d A autora identifica-se com a causa feminista, mas 
sugere às companheiras de luta que evitem atitu-
des e discursos masculinizados ou infantis.
E A autora, sendo uma feminista que luta pelo direito 
ao voto, sugere às suas “irmãs” que não permi-
tam que mulheres submissas e frágeis venham a 
público expressar suas ideias, pois isso prejudica o 
movimento sufragista.
3 UFRGS 2013 Qual das alternativas a seguir poderia 
substituir o trecho You can cease to be babies (l. 25), 
sem alteração de sentido ou prejuízo da correção 
gramatical?
A You can stop being babies.
b You can to stop being babies. 
c You can stop to be babies.
d You can stop be babies.
E You can stopping to be babies.
4 Mackenzie 2013 Read the text carefully. 
Nigel Parry for Newsweek
She plans to use the Gates Foundation’s billions to 
revolutionize contraception worldwide. 
In the 12 years since Melinda Gates and her husband, 
Bill, created the Gates Foundation, the world’s largest 
philanthropic organization, she has done a lot of traveling. 
A reserved woman who has long been wary of the public 
glare attached to the Gates name, she comes alive, her 
associates say, when she’s visiting the foundation’s projects 
in remote corners of the world. “You get her out in the field 
with a group of women, sitting on a mat or under a tree or 
in a hut, she is totally in her element, totally comfortable,” 
says Gary Darmstadt, director of family health at the 
foundation’s global health program. 
Visiting vaccine programs in sub-Saharan Africa, Gates 
would often ask women at remote clinics what else they 
needed. Very often, she says, they would speak urgently 
about birth control. “Women sitting on a bench, 20 of them, 
immediately they’ll start speaking out and saying, ‘I wish I 
had that injection I used to get,’” says Gates. “‘I came to this 
clinic three months ago, and I got my injection. I came last 
week, and I couldn’t get it, and I’m here again.’” 
They were talking about Depo-Provera, which is 
popular in many poor countries because women need to 
take it only four times a year, and because they can hide 
it, if necessary, from unsupportive husbands. As Gates 
discovered, injectable contraceptives, like many other forms 
of birth control, are frequently out of stock in clinics in the 
developing world, a result of both funding shortages and 
supply-chain problems. 
Women would tell her that they’d left their farms and 
walked for hours, sometimes with children in tow, often 
without the knowledge of their husbands, in their fruitless 
search for the shot. “I was just stunned by how vociferous 
women were about what they wanted,” she says. 
Because of those women, Gates made a decision that’s 
likely to change lives all over the world. As she revealed in 
an exclusive interview with Newsweek, she has decided 
to make family planning her signature issue and primary 
public health a priority. 
By Michelle Goldberg
Which question below CANNOT be answered with 
information from the text?
A How often do women have to take Depo-Provera 
as part of a contraceptive treatment? 
b What is Melinda Gates like? 
c How come some women’s husbands are so 
unsupportive in situations like these? 
d When was the Gates Foundation created? 
E Why are clinics in the developing world out of 
injectable contraceptives?
Read the following text to answer questions number 
5 and 6:
THURSDAY, DECEMBER 16, 2010.
Newsweek Article: Bullying and 
Empathy (Kate Altman, M.S.) 
Newsweek offers an article on how schools are using empathytraining 
programs in an effort to reduce bullying in schools: <http://www.newsweek.
com/2010/12/15/can-schools-teach-kids-not-to-bully.html>.
The effective_____ of such programs is unclear at this 
point, and experts are divided on whether it makes more 
sense to offer the programs to young children (elementary 
school age) or older children (middle school age) (both, 
is probably the answer). High school kids are simply 
difficult to reach logistically, since they all have different 
schedules all day. Unsurprisingly, some experts have found 
that the most important component to empathy training is 
to include the parents. 
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LÍNGUA INGLESA Capítulo 17 Gender equality 178
In assessing these programs and the broader issues of 
empathy-training and bullying, there are multiple factors 
to consider and no clear answers. First of all, empathy 
is one of the most difficult and least-understood skills 
we can develop – adults and kids alike. Empathy is the 
process of viewing and understanding the world through 
another’s experience, and it is often confused with 
sympathy, which is, essentially, compassion and lacks 
the “walking in another’s shoes” component (which is not 
to say it is not an admirable trait, it’s just different from 
empathy). Developmentally, children may not be able 
to truly understand and practice empathy until they are 
closer to the pre-teen years, but introducing the concept 
early and often is a good primer for its later development. 
Another big question to consider: are programs 
focused on empathy simply band-aids on much larger, 
more systemic problems? Why are kids bullying other 
kids in the first place? What family issues, societal issues, 
educational issues, are contributing to the need/urge 
to humiliate and attack other children for some sort of 
personal gain and satisfaction? My guess is that for many 
kids, participating in a brief (or even a few brief) empathy-
skills seminars simply is not enough, and will not get at 
the root(s) of the problems(s), no matter how young they 
are when the programs begin. 
I’m not saying that the programs are not a good 
idea. I imagine that they have a lot of benefits and could 
especially help kids who would not necessarily be 
bullies themselves, but may have quietly stood by while 
witnessing bullying, to become more confident about 
standing up to/reporting bullies. However, to truly reduce 
bullying, society and schools need to find ways to identify 
and work with aggressive children and their families from 
a young age — to troubleshoot factors (from not having 
basic needs met, to divorce, to models of aggression in 
the home, etc.) that contribute to triggering aggressive 
behavior. Such an approach would be expensive and 
time consuming and would command a lot of schools’ 
resources, but it is hard to imagine a more lightweight 
approach being nearly as effective.
5 ITA 2012 Para estar adequada ao contexto em que apa-
rece, a palavra effective (linha 1), deve ser acrescida de 
A fully. 
b by. 
c ness. 
d ful. 
E lessly.
6 ITA 2012 A opção que descreve a palavra empathy é
A essentially compassion. 
b walking in another’s shoes. 
c an admirable trait. 
d a band-aid on more systemic problems. 
E societal and educational issues.
7 UEL 2015 Assinale a alternativa que apresenta, corre-
tamente, a posição da autora da matéria jornalística 
(texto I) sobre os comentários feitos pelos leitores. 
A Analisa as opiniões dos leitores com a intenção 
de discordar dos comentários sobre a imagem 
veiculada. 
b Discorda dos leitores e argumenta que a imagem é 
um exemplo típico do que deve ser feito.
c Discorda dos leitores, salientando que a imagem 
escolhida foi adequada ao propósito do texto.
d Concorda com os leitores e salienta que a imagem 
contraria a matéria. 
E Ignora os comentários feitos sobre a imagem e rati-
fica a importância dela. 
1 Os trechos a seguir foram retirados de um texto pu-
blicado no site de notícias do canal BBC, que trata de 
algumas mulheres importantes para ahistória da Islân-
dia. Os trechos se referem a Vigdis Finnbogadottir e a 
Adalheidur Bjarnfredsdottir, respectivamente.
Trecho I
It was November 1980, and Vigdis Finnbogadottir, 
a divorced single mother, had won Iceland's presidency 
that summer. […] Vigdis […] was Europe's first female 
president, and the first woman in the world to be 
democratically elected as a head of state. 
Trecho II
The final speech was given by Adalheidur 
Bjarnfredsdottir […].
Exercícios complementares
“She was not used to public speaking but made 
her name with this speech because it was so strong and 
inspiring,” says Audur Styrkarsdottir, director of Iceland’s 
Women’s History Archives. “She later went on to become 
a member of parliament.”
BREWER, Kirstie. The day Iceland’s women went on strike. BBC, 23 out. 2015. 
Disponível em: <www.bbc.com/news/magazine-34602822>. 
Acesso em: 1 fev. 2016. 
a) Segundo as informações do trecho I, quem é Vigdis 
Finnbogadottir?
b) A conjunção “but” é normalmente empregada pra 
introduzir uma ideia oposta ao que foi apresenta-
do previamente. Justifique o uso dessa conjunção 
no início do trecho II (grifada).
c) Observe a expressão grifada no final do trecho II. 
Seria possível substituí-la pela forma “becoming” 
sem alteração de sentido? Explique.
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Leia o texto a seguir e responda à questão 2 em 
português.
The role of men and boys in 
achieving gender equality
Over the last decade, there has been a growing 
interest in the role of men in promoting gender equality, 
as the achievement of gender equality is now seen as a 
responsibility that concerns, and should fully engage, men 
as well as women. 
The growing interest in the role of men and boys 
occurred with the shift in the campaign for gender equality, 
from a focus on advancing women’s status, to a focus on 
gender relations, that is, the relations between the sexes. 
A better understanding of gender roles, and their related 
inequalities, increases opportunities for policy measures 
and other actions aimed at reducing such inequalities. 
Greater emphasis is placed on men and women working 
together towards gender equality.
Areas of concern 
The question of unequal power relations between men 
and women, as an obstacle to gender equality, is receiving 
increased attention, especially with regard to violence against 
women. The role of men as perpetrators, and as actors in 
ending gender-based violence, has been studied by 
researchers, Governments and UN entities. Men’s roles 
in improving women’s reproductive health and rights are 
also receiving more interest. 
Another focus is on the role of men in preventing 
the spread of HIV/AIDS among women and girls, 
who are seen as being more vulnerable to infection, 
given asymmetric power relations between men and 
women. The implications of unequal distribution of 
care-giving between women and men in relation to 
HIV/AIDS in the home and community, especially in 
worst-affected countries, may also have economic 
implications. For example, in cases where women do 
not have access to paid work or may be prohibited 
from inheriting or owning property, a significant loss 
of economic support for the family, in case of the death of 
a husband or father, is often the result. Men therefore 
have an important role to play in promoting women’s 
economic rights and independence, including access to 
employment, appropriate working conditions, control of 
economic resources and full participation in decision-
making. It also requires a change in policy, based on 
gender equality, the empowerment of women and a fair 
distribution of paid and unpaid work between women 
and men. 
The role of stereotypes 
Full engagement of men and boys in achieving 
gender equality requires much greater attention to gender 
stereotypes and expectations about men’s roles and 
responsibilities, and how these expectations influence 
male behaviour. Such stereotypes continue to place 
greater emphasis, as well as greater value, on the role 
of men and boys in public life and in the work place, as 
opposed to women’s role in unpaid family labour, care-
giving and community work. Peer pressure, socialization 
processes and belief systems influence adherence to 
gender-stereotypes. These perpetuate inequalities and 
create obstacles to men’s abilities and opportunities for 
promoting gender equality. 
Conclusion
Men’s support for women’s empowerment is essential: 
men hold the majority of positions of power in societies 
throughout the world. Too often, the fight for women’s 
empowerment is viewed as one for women alone. Because 
men hold the power to influence the thinking of society 
in most parts of the world, they have a key role to play in 
eliminating inequalities between themselves and women. 
Men must understand that women’s rights benefit the 
whole of society. 
Department of Economic and Social Affairs. United Nations Division for 
the Advancement of Women. © 2006 United Nations. Disponível em: 
<www.un.org/womenwatch/daw/egm/men-boys2003/aide-memoire.html>. 
Acesso em: 1o fev. 2016. 
2 FGV What practical factors could be improved by the 
involvement of men in promoting gender equality, 
according to the text?
3 Enem 2015 Why am I compelled to write? Because the 
writing saves me from this complacency I fear. Because 
I have no choice. Because I must keep the spirit of my 
revolt and myself alive. Because the world I create in the 
writing compensates for what the real world does not give 
me. By writing I put order in the world, give it a handle 
so I can grasp it. 
ANZALDÚA, G. E. Speaking in tongues: a letter to third world women writers. 
In: HERNANDEZ, J. B. (ed.). Women writing resistance: essays on Latin 
America and the Caribbean. Boston: South End, 2003.
Gloria Evangelina Anzaldúa, falecida em 2004, foi uma 
escritora americana de origem mexicana que escre-
veu sobre questões culturais e raciais. Na citação, o 
intuito da autora é evidenciar as
A razões pelas quais ela escreve.
b compensações advindas da escrita.
c possibilidades de mudar o mundo real.
d maneiras de ela lidar com seus medos.
E escolhas que ela fez para ordenar o mundo.
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LÍNGUA INGLESA Capítulo 17 Gender equality 180
Quer saber mais?
Filme
 y A Cor Púrpura (The Color Purple). Baseado no romance homônimo de Alice Walker, trata-se de um clássico que aborda questões como o racismo 
e o machismo nos Estados Unidos. 
Combate à desigualdade de gênero
Vimos que o ativismo pela igualdade de gênero faz parte do ativismo pela aplicação dos direitos humanos. No entanto, não é raro depararmos no 
dia a dia com comentários e atividades que promovem o sexismo e, em casos ainda mais graves, a violência contra a mulher. 
Ao longo deste capítulo, lemos sobre diferentes abordagens que podem combater o sexismo e, assim, promover uma mudança social efetiva. Na 
sua opinião, que medidas têm sido as mais eficientes no combate à desigualdade de gênero? 
Texto complementar
Neste capítulo, discutimos a questão da igualdade de gênero, a qual está inserida na luta por direitos humanos e é abordada por líderes e instituições 
em todo o mundo. 
Estudamos alguns temas que são cruciais para essa questão, tais como:
 y direitos antes negados às mulheres, como votar e seguir determinadas profissões;
 y o combate a discursos que atribuam possíveis escolhas da mulher como obrigações, por exemplo, de ser dona de casa, mãe etc.;
 y o conceito de feminismo (movimento pela igualdade), que é confundido com o de sexismo (crença de que um gênero é superior a outro).
No estudo da língua, analisamos alguns verb patterns que apresentam diferenças importantes de sentido, como os dos verbos stop, forget, regret, 
entre outros. Vimos,também, o emprego de estruturas dos verbos to have e to get, conhecidas como causatives, além da sua função no texto e sua 
estrutura linguística.
 
Resumindo
PV_2021_L1_ING_FU_CAP17_LA.INDD / 20-09-2020 (14:15) / LEONEL.MANESKUL / PROVA 0