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Técnicas de leitura e falsos cognatos – Leonardo Pontes
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
Aula 00- Técnicas de leitura e falsos 
cognatos
Prof. Leonardo Pontes
@prof_leonardo_pontes
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
• A ideia da técnica é permitir que o leitor possa captar a ideia central do texto, o assunto sobre o qual se 
fala, a mensagem principal passada pelo autor daquele determinado texto.
• Esta técnica consiste na execução de uma leitura corrida do texto. É importante lembrar, contudo, que 
uma leitura corrida em nada se parece com uma leitura “correndo”. Não se deve ter pressa durante a 
leitura, mas sim dinamismo.
• A ideia aqui é fazer uma leitura ininterrupta, ou seja, sem parar, “travar” ou “congelar” durante a leitura 
ao se deparar com termos, expressões ou estruturas que você, porventura, não entenda ou não 
conheça.
• Você deve, simplesmente, prosseguir com a sua leitura, mesmo sem entender esses termos ou 
expressões. O motivo de eu sugerir que você faça a leitura dessa forma é muito simples: as questões que 
terão esse texto como base podem nem abordar essas palavras ou expressões que você desconhece.
Técnicas de leitura - Skimming
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
• Tudo o que você precisa fazer é entender o que diz a alternativa e procurar o trecho exato do texto que
trata sobre aquele assunto.
• Você retorna ao texto e o escaneia, sim, exatamente como uma aparelho scanner, que passa um feixe de
luz por uma folha de papel a fim de digitalizá-lo, assim você fará com seus olhos.
• Você já terá, antecipadamente, uma ideia de em qual parte do texto encontrará a informação já que, ao
fazer o skimming, você já memorizou (ainda que involuntariamente) que, mais ou menos na metade do
texto, essa informação.
• Assim, você consegue, com precisão e rapidez, destacar o trecho de que precisa para confirmar ou
refutar o que é dito pela alternativa.
Técnicas de leitura - Scanning
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
Técnicas de leitura
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
1. (Estratégia Militares 2020 – EEAR/2015)
According to the text, all alternatives are
correct, except:
a) David was invited to a trip.
b) Someone is planning to travel to the
shore.
c) Someone wants to spend time with
another one.
d) Someone refused an invitation to go to
the beach.
Questões de fixação
GABARITO: D
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
(Estratégia Militares 2020 – EEAR/2015)
According to the text, we can infer that, the
letter wasn’t replied immediately, because
a) the work has demanded lots of
attention.
b) there was no interest to answer the
letter.
c) the time hasn’t been short.
d) the letter wasn’t received.
Questões de fixação
GABARITO: A
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
• É muito importante que você seja capaz de analisar todos os aspectos disponíveis para que se possa
absorver todas as informações que estão à disposição.
• Ao analisar uma tirinha, por exemplo, deve-se observar a sequência de imagens apresentadas, pois elas
mostrarão a evolução comportamental dos personagens conforme o desenrolar da história.
• Deve-se estar atento às vestimentas dos personagens, se são humanos ou animais, o ambiente no qual
estes personagens estão inseridos, pois isso pode oferecer informações valiosas sobre classe social,
relação hierárquica entre os personagens (quando houver), expressões de raiva, felicidade, surpresa,
dúvida, entre outras.
Técnicas de leitura - imagens
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
(Estratégia Militares / 2020 / inédita)
Grandmother’s goal when interrogating nelson was.
a) To ask who he was talking to.
b) To let him know that the food was ready.
c) To correct him in his speech.
d) To explain that gramma is more fun than grampa.
e) To know if Roscoe was ok.
Questões de fixação
GABARITO: C
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
• Palavras cognatas são aquelas que, apesar de estarem em uma outra língua, apresentam semelhanças em
sua escrita e significação em relação a palavras de nossa língua nativa.
• Isso ocorre porque muitas palavras da língua inglesa têm sua origem no latim, mesma língua que deu
origem à língua portuguesa. Dessa forma, essas palavras, em inglês, acabam por ter uma escrita muito
similar a palavras que conhecemos em português.
• Os cognatos são uma excelente ferramenta na hora de fazer a compreensão de um texto ou em questões
que envolvam conhecimento de vocabulário.
Cognatos
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
Cognatos
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
• Os falsos cognatos são palavras que têm escrita parecida com a língua portuguesa, mas possuem
significados completamente diferentes daqueles que poderíamos esperar devido à similaridade entre as
palavras.
• Estas palavras são, portanto, uma ferramenta muito apreciada pela banca para confundir o candidato e
fazer com que ele erre a questão devido a essa confusão quanto ao significado das palavras.
• É muito importante notar que, tanto em português quanto em inglês, as palavras podem assumir mais de
um significado. Isso pode levar essas palavras a serem cognatas em determinados contextos e falsas
cognatas em outros.
Falsos Cognatos
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
Falsos Cognatos
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
Falsos Cognatos
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
Falsos Cognatos
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
(Estratégia Militares / 2020 / inédita)
The false cognate “actual” means.
a) Current.
b) False.
c) Hypothetical.
d) Erroneous.
e) Definite.
Questões de fixação
GABARITO: A
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
TEXT Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles’ by Valerie Strauss 
The fields of psychology and education were revolutionized 30 years ago when we now worldrenowned psychologist
Howard Gardner published his 1983 book Frames of Mind: The Theory of Multiple Intelligences, which detailed a new model
of human intelligence that went beyond the traditional view that there was a single kind that could be measured by
standardized tests.
Gardner’s theory initially listed seven intelligences which work together: linguistic, logical-mathematical, musical, bodily-
kinesthetic, interpersonal and intrapersonal; he later added an eighth, naturalist intelligence and says there may be a few
more. The theory became highly popular with K-12¹ educators around the world seeking ways to reach students who did not
respond to traditional approaches, but over time, ‘multiple intelligences’ somehow became synonymous with the concept of
‘learning styles’. In this important post, Gardner explains why the former is not the latter.
It’s been 30 years since I developed the notion of ‘multiple intelligences’. I have been gratified by the interest shown in this
idea and the ways it’s been used in schools, museums, and business around the world. But one unanticipated consequence
has driven me to distraction and that’s the tendency of many people, including persons whom I cherish, to credit me with
the notion of ‘learning styles’ or to collapse ‘multiple intelligences’ with ‘learning styles’. It’s high time to relieve my pain and
to set the record straight.
First a word about ‘MI theory’. On the basis of researchin several disciplines, including the study of how human capacities
are represented in the brain, I developed the idea that each of us has a number of relatively independent mental faculties,
which can be termed our ‘multiple intelligences’. The basic idea is simplicity itself. A belief in a single intelligence assumes
that we have one central, all-purpose computer, and it determines how well we perform in every sector of life. In contrast, a
belief in multiple intelligences assumes that human beings have 7 to 10 distinct intelligences.
Questões
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
Even before I spoke and wrote about ‘MI’, the term ‘learning styles’ was being bandied about in educational circles.
The idea, reasonable enough on the surface, is that all children (indeed all of us) have distinctive
minds and personalities. Accordingly, it makes sense to find out about learners and to teach and nurture them in
ways that are appropriate, that they value, and above all, are effective.
Two problems: first, the notion of ‘learning styles’ is itself not coherent. Those who use this term do not define the
criteria for a style, nor where styles come from, how they are recognized/ assessed/ exploited. Say that Johnny is
said to have a learning style that is ‘impulsive’. Does that mean that Johnny is ‘impulsive’ about everything? How do
we know this? What does this imply about teaching? Should we teach ‘impulsively’, or should we compensate by
‘teaching reflectively’? What of learning style is ‘right-brained’ or visual or tactile? Same issues apply.
Problem #2: when researchers have tried to identify learning styles, teach consistently with those styles, and
examine outcomes, there is not persuasive evidence that the learning style analysis produces more effective
outcomes than a ‘one size fits all approach’. Of course, the learning style analysis might have been inadequate. Or
even if it is on the mark, the fact that one intervention did not work does not mean that the concept of learning
styles is fatally imperfect; another intervention might have proved effective. Absence of evidence does not prove
non-existence of a phenomenon; it signals to educational researchers: ‘back to the drawing boards’.
Here’s my considered judgment about the best way to analyze this lexical terrain: Intelligence: We all have the
multiple intelligences. But we signed out, as a strong intelligence, an area where the person has considerable
computational power. Style or learning style: A hypothesis of how an individual approaches the range of materials. If
an individual has a ‘reflective style’, he/she is hypothesized to be reflective about the full range of materials. We
cannot assume that reflectiveness in writing necessarily signals reflectiveness in one’s interaction with the others.
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
Senses: Sometimes people speak about a ‘visual’ learner or an ‘auditory’ learner. The implication is that some people 
learn through their eyes, others through their ears. This notion is incoherent. Both spatial information and reading 
occur with the eyes, but they make use of entirely different cognitive faculties. What matters is the power of the 
mental computer, the intelligence that acts upon that sensory information once picked up. 
These distinctions are consequential. If people want to talk about ‘an impulsive style’ or a ‘visual learner’, that’s their 
prerogative. But they should recognize that these labels may be unhelpful, at best, and ill-conceived at worst. 
In contrast, there is strong evidence that human beings have a range of intelligences and that strength (or weakness) 
in one intelligence does not predict strength (or weakness) in any other intelligences. All of us exhibit jagged profiles 
of intelligences. There are common sense ways of assessing our own intelligences, and even if it seems appropriate, 
we can take a more formal test battery. And then, as teachers, parents, or selfassessors, we can decide how best to 
make use of this information. 
(Adapted from https://www.washingtonpost.com/news/answer-sheet) 
Glossary: 
1. K-12 educators defend the adoption of an interdisciplinary curriculum and methods for teaching with objects. 
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
01 (AFA- 2017)- The text 
a) aims at highlighting distinctive mind barriers related to learning. 
b) provides the reader with a bird’s-eye-view of Gardner’s landmark publication. 
c) develops a considerable set of psychological and mental implications. 
d) concerns about spending 30 years to measure people’s intelligence. 
Questões
GABARITO: B
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
TEXT Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles’ by Valerie Strauss 
The fields of psychology and education were revolutionized 30 years ago when we now worldrenowned psychologist
Howard Gardner published his 1983 book Frames of Mind: The Theory of Multiple Intelligences, which detailed a new model
of human intelligence that went beyond the traditional view that there was a single kind that could be measured by
standardized tests.
Gardner’s theory initially listed seven intelligences which work together: linguistic, logical-mathematical, musical, bodily-
kinesthetic, interpersonal and intrapersonal; he later added an eighth, naturalist intelligence and says there may be a few
more. The theory became highly popular with K-12¹ educators around the world seeking ways to reach students who did not
respond to traditional approaches, but over time, ‘multiple intelligences’ somehow became synonymous with the concept of
‘learning styles’. In this important post, Gardner explains why the former is not the latter.
It’s been 30 years since I developed the notion of ‘multiple intelligences’. I have been gratified by the interest shown in this
idea and the ways it’s been used in schools, museums, and business around the world. But one unanticipated consequence
has driven me to distraction and that’s the tendency of many people, including persons whom I cherish, to credit me with
the notion of ‘learning styles’ or to collapse ‘multiple intelligences’ with ‘learning styles’. It’s high time to relieve my pain and
to set the record straight.
First a word about ‘MI theory’. On the basis of research in several disciplines, including the study of how human capacities
are represented in the brain, I developed the idea that each of us has a number of relatively independent mental faculties,
which can be termed our ‘multiple intelligences’. The basic idea is simplicity itself. A belief in a single intelligence assumes
that we have one central, all-purpose computer, and it determines how well we perform in every sector of life. In contrast, a
belief in multiple intelligences assumes that human beings have 7 to 10 distinct intelligences.
Questões
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
09 (AFA- 2017)- - In the fourth paragraph, it’s said that 
a) a single intelligence (SI) concept leads to the assumption of computers which control 7 to 10 
distinct intelligences. 
b) MI theory believes that instead of a central computer mastering various sectors, there are a 
larger amount of them relatively autonomous. 
c) MI theory estimates the existence of a central computer responsible for 7 to 10 distinct 
intelligences. 
d) a SI determines people’s performance in different sectors of life through autonomous 
computers. 
Questões
GABARITO: B
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
Even before I spoke and wrote about ‘MI’, the term ‘learning styles’ was being bandied about in educational circles.
The idea, reasonable enough on the surface, is that all children (indeed all of us) havedistinctive
minds and personalities. Accordingly, it makes sense to find out about learners and to teach and nurture them in
ways that are appropriate, that they value, and above all, are effective.
Two problems: first, the notion of ‘learning styles’ is itself not coherent. Those who use this term do not define the
criteria for a style, nor where styles come from, how they are recognized/ assessed/ exploited. Say that Johnny is
said to have a learning style that is ‘impulsive’. Does that mean that Johnny is ‘impulsive’ about everything? How do
we know this? What does this imply about teaching? Should we teach ‘impulsively’, or should we compensate by
‘teaching reflectively’? What of learning style is ‘right-brained’ or visual or tactile? Same issues apply.
Problem #2: when researchers have tried to identify learning styles, teach consistently with those styles, and
examine outcomes, there is not persuasive evidence that the learning style analysis produces more effective
outcomes than a ‘one size fits all approach’. Of course, the learning style analysis might have been inadequate. Or
even if it is on the mark, the fact that one intervention did not work does not mean that the concept of learning
styles is fatally imperfect; another intervention might have proved effective. Absence of evidence does not prove
non-existence of a phenomenon; it signals to educational researchers: ‘back to the drawing boards’.
Here’s my considered judgment about the best way to analyze this lexical terrain: Intelligence: We all have the
multiple intelligences. But we signed out, as a strong intelligence, an area where the person has considerable
computational power. Style or learning style: A hypothesis of how an individual approaches the range of materials. If
an individual has a ‘reflective style’, he/she is hypothesized to be reflective about the full range of materials. We
cannot assume that reflectiveness in writing necessarily signals reflectiveness in one’s interaction with the others.
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
(AFA- 2017)- 10 - Mark the alternative in which the problems described in paragraphs 6 and 7 
are correctly summarized. 
a) The idea of teaching distinct leaning styles and their consistence were questionable concepts 
when researches started. 
b) Educational researchers have found that an impulsive learning style causes problems in its 
outcomes. 
c) There are proofs that different learning styles exist and produce positive results. 
d) The notion of learning styles and the outcomes observed when teaching based on them need 
further studies. 
Questões
GABARITO: D
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
Senses: Sometimes people speak about a ‘visual’ learner or an ‘auditory’ learner. The implication is that some people 
learn through their eyes, others through their ears. This notion is incoherent. Both spatial information and reading 
occur with the eyes, but they make use of entirely different cognitive faculties. What matters is the power of the 
mental computer, the intelligence that acts upon that sensory information once picked up. 
These distinctions are consequential. If people want to talk about ‘an impulsive style’ or a ‘visual learner’, that’s their 
prerogative. But they should recognize that these labels may be unhelpful, at best, and ill-conceived at worst. 
In contrast, there is strong evidence that human beings have a range of intelligences and that strength (or weakness) 
in one intelligence does not predict strength (or weakness) in any other intelligences. All of us exhibit jagged profiles 
of intelligences. There are common sense ways of assessing our own intelligences, and even if it seems appropriate, 
we can take a more formal test battery. And then, as teachers, parents, or selfassessors, we can decide how best to 
make use of this information. 
(Adapted from https://www.washingtonpost.com/news/answer-sheet) 
Glossary: 
1. K-12 educators defend the adoption of an interdisciplinary curriculum and methods for teaching with objects. 
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
(AFA- 2017)- 16 - According to the last paragraph 
a) many outcomes have shown more kinds of strong or weak intelligences. 
b) other intelligences are always more significant for human beings. 
c) despite gathering distinctive intelligences people use their senses. 
d) knowing intelligences are many, one becomes able to use them as needed.
Questões
GABARITO: D
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
Pidgins and creoles
Pidgin Languages
A pidgin is a system of communication which has grown up among people who do not share a common language,
but who want to talk to each other, for trading or other reasons. Pidgins have been variously called ‘makeshift’,
‘marginal’, or ‘mixed’ languages. They have a limited vocabulary, a reduced grammatical structure, and a much
narrower range of functions, compared to the languages which gave rise to them. They are the native language of no
one, but they are nonetheless a main means of communication for millions of people, and a major focus of interest
to those who study the way languages change.
It is essential to avoid the stereotype of a pidgin language, as perpetrated over the years in generations of children’s
comics and films. The ‘Me Tarzan, you Jane’ image is far from the reality. A pidgin is not a language which has broken
down; nor is it the result of baby talk, laziness, corruption, primitive thought processes, or mental deficiency. On the
contrary: pidgins are demonstrably creative adaptations of natural languages, with a structure and rules of their
own. Along with creoles, they are evidence of a fundamental process of linguistic change, as languages come into
contact with each other, producing new varieties whose structures and uses contract and expand. They provide the
clearest evidence of language being created and shaped by society for its own ends, as people adapt to new social
circumstances. This emphasis on processes of change is reflected in the terms pidginization and creolization.
Most pidgins are based on European languages – English, French, Spanish, Dutch, and Portuguese – reflecting the
history of colonialism. However, this observation may be the result only of our ignorance of the languages used in
parts of Africa, South America, or South-east Asia, where situations of language contact are frequent. One of the
best-known non-European pidgins is Chinook Jargon, once used for trading by American Indians in north-west USA.
Another is Sango, a pidginized variety of Ngbandi, spoken widely in west-central Africa.
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
Because of their limited function, pidgin languages usually do not last for very long – sometimes for only a
few years, and rarely for more than a century. They die when the original reason for communication
diminishes or disappears, as communities move apart, or one community learns the language of the other.
(Alternatively, the pidgin may develop into a creole.) The pidgin French which was used in Vietnam all but
disappeared when the French left; similarly, the pidgin English which appeared during the American Vietnam
campaign virtually disappeared as soon as the war was over. But there are exceptions. The pidgin known as
Mediterranean Lingua Franca, or Sabir, began in the Middle Ages and lasted until the 20th century.
Some pidgins have become so useful as a means of communication between languages that they have
developed a more formal role, as regular auxiliary languages. They may even be given official status by a
community, as lingua francas. These cases are known as ‘expanded pidgins’, because of the way in which they
have added extra forms to cope with the needs of their users, and havecome to be used in a much wider
range of situations than previously. In time, these languages may come to be used on the radio, in the press,
and may even develop a literature of their own. Some of the most widely used expanded pidgins are Krio (in
Sierra Leone), Nigerian Pidgin English, and Bislama (in Vanuatu). In Papua New Guinea, the local pidgin (Tok
Pisin) is the most widely used language in the country.
(CRYSTAL, David. The Cambridge Encyclopedia of Language, 3rd ed., 2010, p.344).
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
(EFOMM-2017) 2ª Questão
Which option can NOT be inferred from the text? A pidgin language is: 
( a ) a simplified means of linguistic communication. 
( b ) the native language of a speech community. 
( c ) employed in situations such as commerce. 
( d ) a contact language. 
( e ) constructed impromptu, or by convention, between individuals or groups of people.
Questões
GABARITO: D
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
(EFOMM-2017) 3ª Questão
In line 57, “Lingua Franca” is: 
( a ) a language that people use to communicate when they have different first languages. 
( b ) a distinctive lect, or variety of English spoken by African Americans. 
( c ) an informal language consisting of words and expressions that are not considered 
appropriate for formal occasions. 
( d ) a body of words and phrases that apply to a specific activity or profession, such as a 
particular art form or a medical or scientific subject. 
( e ) the language that a person has spoken from earliest childhood. 
Questões
GABARITO: A
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
[…] A picture of Brighton beach in 1976, featured in the Guardian a few weeks ago, appeared to show an alien race. Almost
everyone was slim. I mentioned it on social media, then went on holiday. When I returned, I found that people were still
debating it. The heated discussion prompted me to read more. How have we grown so fat, so fast? To my astonishment,
almost every explanation proposed in the thread turned out to be untrue. […] The obvious explanation, many on social
media insisted, is that we’re eating more. […]
So here’s the first big surprise: we ate more in 1976. According to government figures, we currently consume na average of
2,130 kilocalories a day, a figure that appears to include sweets and alcohol. But in 1976, we consumed 2,280 kcal excluding
alcohol and sweets, or 2,590 kcal when they’re included. I have found no reason to disbelieve the figures. […]
So what has happened? The light begins to dawn when you look at the nutrition figures in more detail. Yes, we ate more in
1976, but differently. Today, we buy half as much fresh milk per person, but five times more yoghurt, three times more ice
cream and – wait for it – 39 times as many dairy desserts. We buy half as many eggs as in 1976, but a third more breakfast
cereals and twice the cereal snacks; half the total potatoes, but three times the crisps. While our direct purchases of sugar
have sharply declined, the sugar we consume in drinks and confectionery is likely to have rocketed (there are purchase
numbers only from 1992, at which point they were rising rapidly. Perhaps, as we consumed just 9kcal a day in the form of
drinks in 1976, no one thought the numbers were worth collecting.) In other words, the opportunities to load our food with
sugar have boomed. As some experts have long proposed, this seems to be the issue.
The shift has not happened by accident. As Jacques Peretti argued in his film The Men Who Made Us Fat, food companies
have invested heavily in designing products that use sugar to bypass our natural appetite control mechanisms, and in
packaging and promoting these products to break down what remains of our defenses, including through the use of
subliminal scents. They employ an army of food scientists and psychologists to trick us into eating more than we need, while
their advertisers use the latest findings in neuroscience to overcome our resistance.
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
They hire biddable scientists and thinktanks to confuse us about the causes of obesity. Above all, just as the tobacco
companies did with smoking, they promote the idea that weight is a question of “personal responsibility”. After spending
billions on overriding our willpower, they blame us for failing to exercise it.
To judge by the debate the 1976 photograph triggered, it works. “There are no excuses. Take responsibility for your own
lives, people!” “No one force feeds you junk food, it’s personal choice. We’re not lemmings.” “Sometimes I think having free
healthcare is a mistake. It’s everyone’s right to be lazy and fat because there is a sense of entitlement about getting fixed.”
The thrill of disapproval chimes disastrously with industry propaganda. We delight in blaming the victims.
More alarmingly, according to a paper in the Lancet, more than 90% of policymakers believe that “personal motivation” is “a
strong or very strong influence on the rise of obesity”. Such people propose no mechanism by which the 61% of English
people who are overweight or obese have lost their willpower. But this improbable explanation seems immune to evidence.
Perhaps this is because obesophobia is often a fatly-disguised form of snobbery. In most rich nations, obesity rates are much
higher at the bottom of the socioeconomic scale. They correlate strongly with inequality, which helps to explain why the
UK’s incidence is greater than in most European and OECD nations. The scientific literature shows how the lower spending
power, stress, anxiety and depression associated with low social status makes people more vulnerable to bad diets.
Just as jobless people are blamed for structural unemployment, and indebted people are blamed for impossible housing
costs, fat people are blamed for a societal problem. But yes, willpower needs to be exercised – by governments. Yes, we
need personal responsibility – on the part of policymakers. And yes, control needs to be exerted – over those who have
discovered our weaknesses and ruthlessly exploit them.
Adaptado de: <https://www.theguardian.com/commentisfree/2018/aug/15/age-of-obesity-shaming-overweight-people/>. Acesso em: ago. 2018.t.me/CursosDesignTelegramhub
Técnicas de leitura e falsos cognatos – Leonardo Pontes
(ITA-2019) Questão 25. De acordo com o texto, em comparação com 1976, atualmente nós
compramos
A ( ) 50% a mais de leite fresco.
B ( ) 3% a mais de cereais matinais.
C ( ) 39 vezes menos sobremesas lácteas.
D ( ) uma quantidade três vezes maior de sorvete.
E ( ) uma quantidade três vezes menor de batatas fritas.
Questões
GABARITO: D
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
[…] A picture of Brighton beach in 1976, featured in the Guardian a few weeks ago, appeared to show an alien race. Almost
everyone was slim. I mentioned it on social media, then went on holiday. When I returned, I found that people were still
debating it. The heated discussion prompted me to read more. How have we grown so fat, so fast? To my astonishment,
almost every explanation proposed in the thread turned out to be untrue. […] The obvious explanation, many on social
media insisted, is that we’re eating more. […]
So here’s the first big surprise: we ate more in 1976. According to government figures, we currently consume na average of
2,130 kilocalories a day, a figure that appears to include sweets and alcohol. But in 1976, we consumed 2,280 kcal excluding
alcohol and sweets, or 2,590 kcal when they’re included. I have found no reason to disbelieve the figures. […]
So what has happened? The light begins to dawn when you look at the nutrition figures in more detail. Yes, we ate more in
1976, but differently. Today, we buy half as much fresh milkper person, but five times more yoghurt, three times more ice
cream and – wait for it – 39 times as many dairy desserts. We buy half as many eggs as in 1976, but a third more breakfast
cereals and twice the cereal snacks; half the total potatoes, but three times the crisps. While our direct purchases of sugar
have sharply declined, the sugar we consume in drinks and confectionery is likely to have rocketed (there are purchase
numbers only from 1992, at which point they were rising rapidly. Perhaps, as we consumed just 9kcal a day in the form of
drinks in 1976, no one thought the numbers were worth collecting.) In other words, the opportunities to load our food with
sugar have boomed. As some experts have long proposed, this seems to be the issue.
The shift has not happened by accident. As Jacques Peretti argued in his film The Men Who Made Us Fat, food companies
have invested heavily in designing products that use sugar to bypass our natural appetite control mechanisms, and in
packaging and promoting these products to break down what remains of our defenses, including through the use of
subliminal scents. They employ an army of food scientists and psychologists to trick us into eating more than we need, while
their advertisers use the latest findings in neuroscience to overcome our resistance.
t.me/CursosDesignTelegramhub
Técnicas de leitura e falsos cognatos – Leonardo Pontes
They hire biddable scientists and thinktanks to confuse us about the causes of obesity. Above all, just as the tobacco
companies did with smoking, they promote the idea that weight is a question of “personal responsibility”. After spending
billions on overriding our willpower, they blame us for failing to exercise it.
To judge by the debate the 1976 photograph triggered, it works. “There are no excuses. Take responsibility for your own
lives, people!” “No one force feeds you junk food, it’s personal choice. We’re not lemmings.” “Sometimes I think having free
healthcare is a mistake. It’s everyone’s right to be lazy and fat because there is a sense of entitlement about getting fixed.”
The thrill of disapproval chimes disastrously with industry propaganda. We delight in blaming the victims.
More alarmingly, according to a paper in the Lancet, more than 90% of policymakers believe that “personal motivation” is “a
strong or very strong influence on the rise of obesity”. Such people propose no mechanism by which the 61% of English
people who are overweight or obese have lost their willpower. But this improbable explanation seems immune to evidence.
Perhaps this is because obesophobia is often a fatly-disguised form of snobbery. In most rich nations, obesity rates are much
higher at the bottom of the socioeconomic scale. They correlate strongly with inequality, which helps to explain why the
UK’s incidence is greater than in most European and OECD nations. The scientific literature shows how the lower spending
power, stress, anxiety and depression associated with low social status makes people more vulnerable to bad diets.
Just as jobless people are blamed for structural unemployment, and indebted people are blamed for impossible housing
costs, fat people are blamed for a societal problem. But yes, willpower needs to be exercised – by governments. Yes, we
need personal responsibility – on the part of policymakers. And yes, control needs to be exerted – over those who have
discovered our weaknesses and ruthlessly exploit them.
Adaptado de: <https://www.theguardian.com/commentisfree/2018/aug/15/age-of-obesity-shaming-overweight-people/>. Acesso em: ago. 2018.t.me/CursosDesignTelegramhub
Técnicas de leitura e falsos cognatos – Leonardo Pontes
(ITA-2019) Questão 26. De acordo com o texto, é correto afirmar que
A ( ) atualmente consumimos 2.130 quilocalorias por dia, ao passo que em 1976 o consumo
diário era de 2.280 quilocalorias, incluindo doces e álcool.
B ( ) os dados indicam que, em comparação com 1976, nosso consumo de açúcar de forma
indireta sofreu um declínio acentuado.
C ( ) somente existem dados referentes ao consumo indireto de açúcar incluindo bebidas e
produtos de confeitaria até o ano de 1992.
D ( ) a indústria alimentícia tem recorrido à contratação de cientistas para orientar a população
em relação às verdadeiras causas da obesidade.
E ( ) a discussão desencadeada pela foto de 1976 sinaliza que a estratégia de culpar o obeso por
sua própria condição tem se revelado eficaz.
Questões
GABARITO: E
t.me/CursosDesignTelegramhub
Técnicas de leitura e falsos cognatos – Leonardo Pontes
[…] A picture of Brighton beach in 1976, featured in the Guardian a few weeks ago, appeared to show an alien race. Almost
everyone was slim. I mentioned it on social media, then went on holiday. When I returned, I found that people were still
debating it. The heated discussion prompted me to read more. How have we grown so fat, so fast? To my astonishment,
almost every explanation proposed in the thread turned out to be untrue. […] The obvious explanation, many on social
media insisted, is that we’re eating more. […]
So here’s the first big surprise: we ate more in 1976. According to government figures, we currently consume na average of
2,130 kilocalories a day, a figure that appears to include sweets and alcohol. But in 1976, we consumed 2,280 kcal excluding
alcohol and sweets, or 2,590 kcal when they’re included. I have found no reason to disbelieve the figures. […]
So what has happened? The light begins to dawn when you look at the nutrition figures in more detail. Yes, we ate more in
1976, but differently. Today, we buy half as much fresh milk per person, but five times more yoghurt, three times more ice
cream and – wait for it – 39 times as many dairy desserts. We buy half as many eggs as in 1976, but a third more breakfast
cereals and twice the cereal snacks; half the total potatoes, but three times the crisps. While our direct purchases of sugar
have sharply declined, the sugar we consume in drinks and confectionery is likely to have rocketed (there are purchase
numbers only from 1992, at which point they were rising rapidly. Perhaps, as we consumed just 9kcal a day in the form of
drinks in 1976, no one thought the numbers were worth collecting.) In other words, the opportunities to load our food with
sugar have boomed. As some experts have long proposed, this seems to be the issue.
The shift has not happened by accident. As Jacques Peretti argued in his film The Men Who Made Us Fat, food companies
have invested heavily in designing products that use sugar to bypass our natural appetite control mechanisms, and in
packaging and promoting these products to break down what remains of our defenses, including through the use of
subliminal scents. They employ an army of food scientists and psychologists to trick us into eating more than we need, while
their advertisers use the latest findings in neuroscience to overcome our resistance.
t.me/CursosDesignTelegramhub
Técnicas de leitura e falsos cognatos – Leonardo Pontes
They hire biddable scientists and thinktanks to confuse us about the causes of obesity. Above all, just as the tobacco
companies did with smoking, they promote the idea that weight is a question of “personal responsibility”. After spending
billions on overriding our willpower, they blame us for failing to exercise it.
To judge by the debate the 1976 photograph triggered, it works. “There are no excuses. Take responsibility for your own
lives, people!” “No one force feeds you junk food, it’s personal choice. We’re not lemmings.” “Sometimes I think having free
healthcare is a mistake. It’s everyone’s right to be lazy and fat because there is a sense of entitlement about getting fixed.”
The thrill of disapproval chimes disastrously with industry propaganda. We delight in blaming the victims.
More alarmingly, according to a paper in the Lancet, more than 90% of policymakers believe that “personal motivation” is “a
strong or very strong influence onthe rise of obesity”. Such people propose no mechanism by which the 61% of English
people who are overweight or obese have lost their willpower. But this improbable explanation seems immune to evidence.
Perhaps this is because obesophobia is often a fatly-disguised form of snobbery. In most rich nations, obesity rates are much
higher at the bottom of the socioeconomic scale. They correlate strongly with inequality, which helps to explain why the
UK’s incidence is greater than in most European and OECD nations. The scientific literature shows how the lower spending
power, stress, anxiety and depression associated with low social status makes people more vulnerable to bad diets.
Just as jobless people are blamed for structural unemployment, and indebted people are blamed for impossible housing
costs, fat people are blamed for a societal problem. But yes, willpower needs to be exercised – by governments. Yes, we
need personal responsibility – on the part of policymakers. And yes, control needs to be exerted – over those who have
discovered our weaknesses and ruthlessly exploit them.
Adaptado de: <https://www.theguardian.com/commentisfree/2018/aug/15/age-of-obesity-shaming-overweight-people/>. Acesso em: ago. 2018.t.me/CursosDesignTelegramhub
Técnicas de leitura e falsos cognatos – Leonardo Pontes
(ITA-2019) Questão 27. De acordo com o texto,
A ( ) o posicionamento dos legisladores em relação à obesidade é embasado em dados das
pesquisas mais recentes em neurociências.
B ( ) apenas menos de 10% dos legisladores não acreditam que a motivação pessoal exerça forte
influência no aumento da obesidade.
C ( ) os legisladores são capazes de apontar todos os mecanismos que são considerados
responsáveis pela perda de força de vontade.
D ( ) o sobrepeso e a obesidade, que atualmente afetam 61% da população inglesa, são
atribuídos, pelos legisladores, a fatores como estresse e ansiedade.
E ( ) as explicações fornecidas pelos legisladores acerca das causas do aumento da obesidade são
plausíveis e encontram respaldo em evidências.
Questões
GABARITO: B
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
(ITA-2019) Questão 30.
De acordo com a tirinha,
A ( ) o chefe está criticando um jornal concorrente por não
verificar fatos, não se apoiar em fontes confiáveis e usar
títulos sensacionalistas.
B ( ) o jornalista justifica a seu chefe o porquê de escrever
matérias que não respeitam o código de ética dos jornalistas.
C ( ) o jornalista salienta que aquele tipo de matéria é o que
causa mais repercussão; ainda assim, seu chefe desaprova seu
uso.
D ( ) após a crítica do chefe, o jornalista concorda em seguir o
código de ética dos jornalistas e zelar pelo conteúdo de suas
matérias.
E ( ) o chefe do jornalista está zangado porque seguir os
princípios éticos do jornalismo causa prejuízos para a sua
empresa.
Questões
GABARITO: B
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
(ITA-2019) Questão 31.
No último quadrinho, o chefe do jornalista
A ( ) solicita que ele lhe mostre as imagens da matéria
que está escrevendo.
B ( ) fica entusiasmado porque ele concorda que as
imagens são sensacionalistas.
C ( ) demonstra interesse e pede que ele lhe mostre os
dados do teste mencionado.
D ( ) muda de ideia e demanda que ele exiba as
ilustrações dos jornais concorrentes.
E ( ) rende-se à lógica das redes sociais, após checar a
repercussão das fotos publicadas.
Questões
GABARITO: C
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
Obrigado
Prof. Nome do Professor
OBRIGADO
Prof. Leonardo Pontes
@prof_leonardo_pontes
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Técnicas de leitura e falsos cognatos – Leonardo Pontes
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