Resolver o Simulado Secretaria de Estado de Educação de Minas Gerais (SEE-MG) - Professor - Língua Inglesa - FGV - Nível Superior

0 / 55

Português

1


A frase abaixo que mostra uma forma inadequada do termo sublinhado é:

  • A Trabalho duro nunca matou ninguém, mas por que arriscar?;
  • B Se disserem que o crime não compensa, você tem que lembrar que é porque, quando compensa, não é crime;
  • C É de justiça, e não de caridade, que o mundo precisa, mas por quê?;
  • D Tem gente que se acha honesta só porque não sabia da mamata;
  • E Não sei porque dizem que a justiça é cega.
2

Analise a seguinte frase:
“No trançado da história, o que interessa, afinal, é o resultado”. (Millôr Fernandes)
O modo de reescrever essa frase que modifica o seu sentido original, é:

  • A No trançado da história, o resultado, afinal, é o que interessa.
  • B No trançado da história, o resultado é o que, afinal, interessa.
  • C O que interessa no trançado da história, afinal, é o resultado.
  • D O que interessa, no trançado, afinal, da história é o resultado.
  • E O resultado é, afinal, o que interessa no trançado da história.
3

Assinale a frase que se apoia numa argumentação objetiva.

  • A De todas as enfermidades que acometem o espírito, o ciúme é aquela à qual tudo serve de alimento e nada serve de remédio.
  • B Hoje não se pode viver sem um celular; quem não o possui fica à margem de boa parte da vida social.
  • C O turista declarou que o país africano era muito inseguro, pois foi roubado logo ao desembarcar.
  • D Nunca subestime o seu poder de mudar a si mesmo, pois, segundo os psicólogos, cerca de 60% das pessoas o conseguem.
  • E A dificuldade reside não nas novas ideias, mas em escapar das velhas ideias.
4

Assinale a frase em que houve confusão entre “todo/a” e “todo o/ toda a”, provocando o aparecimento de um erro de norma culta.

  • A Se um poeta consegue expressar a sua infelicidade com toda a felicidade, como é que poderá ser infeliz?
  • B Quando o mar está calmo, todo o mundo pode ser timoneiro.
  • C Toda a concepção moderna do mundo tem como fundamento a ilusão de que as chamadas leis da natureza sejam as explicações dos fenômenos naturais.
  • D Toda a ordem dos céus e todas as coisas que preenchem a terra não possuem nenhuma subsistência sem uma mente.
  • E O infinito é uma esfera infinita, cujo centro está em toda parte e a circunferência em nenhum lugar.
5
No mercado encontramos vários tipos de auditor. Entre as empresas, o interno e o externo são os mais comuns.
Auditor interno? É o profissional contratado pela própria empresa para analisar e garantir o cumprimento dos regulamentos internos. Eles devem identificar falhas ou atestar se os procedimentos internos são cumpridos à risca, buscando sempre um altíssimo padrão de qualidade.
Auditor externo? Trabalha em um escritório especializado em auditoria e é chamado para atestar os dados patrimoniais e financeiros da empresa contratante.
Por lei, empresas de grande porte (faturamento acima de R$ 300 milhões anuais) e empresas de capital aberto precisam se submeter a um processo anual de auditoria externa.
Bancos, seguradoras, fundos de investimento e demais instituições financeiras devem obrigatoriamente passar por uma auditoria a cada seis meses.

Na frase “É o profissional contratado pela própria empresa para analisar e garantir o cumprimento dos regulamentos internos”, há dois infinitivos sublinhados.
Se essa frase for reescrita, substituindo esses infinitivos por formas nominais, a forma adequada será:

  • A É o profissional contratado pela própria empresa para a análise e garantia do cumprimento dos regulamentos internos
  • B É o profissional contratado pela própria empresa para que analise e garanta o cumprimento dos regulamentos internos 
  • C É o profissional contratado pela própria empresa para a análise e para garantir o cumprimento dos regulamentos internos 
  • D É o profissional contratado pela própria empresa para analisar e para a garantia do cumprimento dos regulamentos internos 
  • E É o profissional contratado pela própria empresa para que se analise e se garanta o cumprimento dos regulamentos internos
6
A questão deve ser respondida a partir do Texto.

Como ensinar a ler

    Se eu fosse ensinar a uma criança a arte da jardinagem, não começaria com as lições das pás, enxadas e tesouras de podar. Eu a levaria a passear por parques e jardins, mostraria flores e árvores, falaria sobre suas maravilhosas simetrias e perfumes; a levaria a uma livraria para que ela visse, nos livros de arte, jardins de outras partes do mundo. Aí, seduzida pela beleza dos jardins, ela me pediria para ensinar-lhe as lições das pás, enxadas e tesouras de podar.

    Se fosse ensinar a uma criança a beleza da música, não começaria com partituras, notas e pautas. Ouviríamos juntos as melodias mais gostosas e lhe falaria sobre os instrumentos que fazem a música. Aí, encantada com a beleza da música, ela mesma me pediria que lhe ensinasse o mistério daquelas bolinhas pretas escritas sobre cinco linhas. Porque as bolinhas pretas e as cinco linhas são apenas ferramentas para a produção da beleza musical. A experiência da beleza tem de vir antes.

     Se fosse ensinar a uma criança a arte da leitura, não começaria com as letras e as sílabas. Simplesmente leria as estórias mais fascinantes que a fariam entrar no mundo encantado da fantasia. Aí então, com inveja dos meus poderes mágicos, ela desejaria que eu lhe ensinasse o segredo que transforma letras e sílabas em estórias.

    É muito simples. O mundo de cada pessoa é muito pequeno. Os livros são a porta para um mundo grande. Pela leitura vivemos experiências que não foram nossas e então elas passam a ser nossas. Lemos a estória de um grande amor e experimentamos as alegrias e dores de um grande amor. Lemos estórias de batalhas e nos tornamos guerreiros de espada na mão, sem os perigos das batalhas de verdade. Viajamos para o passado e nos tornamos contemporâneos dos dinossauros. Viajamos para o futuro e nos transportamos para mundos que não existem ainda. Lemos as biografias de pessoas extraordinárias que lutaram por causas bonitas e nos tornamos seus companheiros de lutas. Lendo, fazemos turismo sem sair do lugar. E isso é muito bom.

ALVES, Rubem, Ostra feliz não faz pérola.
Ed. Planeta do Brasil Ltda. São Paulo. 2021.

O Texto mostra paralelismo entre elementos de três espaços diferentes: o da jardinagem, o da música e o da leitura.
Assinale a opção que apresenta uma inadequação entre termos paralelos desses espaços.

  • A pás, enxadas e tesouras de podar / partituras, notas e pautas.
  • B parques e jardins / melodias.
  • C árvores e flores / as bolinhas pretas.
  • D simetrias e perfumes / estórias fascinantes.
  • E beleza dos jardins / beleza musical.
7

Em todas as opções abaixo há uma frase, da qual foi retirada uma informação implícita (uma inferência).

Assinale a opção em que a inferência apontada está adequada à frase. 

  • A Quando se é velho, é preciso ser mais ativo do que quando jovem / os velhos trabalham mais que os jovens, por isso precisam de energia.
  • B Uma criança mimada nunca ama sua mãe / é indispensável saber educar os filhos.
  • C Nunca faças hoje o que podes deixar para amanhã / a pressa é amiga da perfeição.
  • D Em toda iniciativa, pensa bem aonde queres chegar / em toda atividade, a disciplina financeira é indispensável.
  • E Morrer gloriosamente é melhor do que salvar-se / a disciplina militar ajuda bastante na trajetória da vida.
8

Observe o texto a seguir.
“Dvorak aproximou-se da entrada da caverna e procurou observar o seu interior. Havia alguns restos de fogueiras e ossos de animais espalhados. Nas paredes, alguns desenhos ininteligíveis, em cores pálidas. O teto mostrava alguns buracos por onde penetrava a luz do sol. Dvorak aprofundou-se na gruta e notou que ela era muito mais funda do que aparentava. Certamente o grupo que conduzia poderia proteger-se ali, já que havia uma só entrada e algumas saídas poderiam ser arranjadas”.
Sobre os diferentes gêneros textuais presentes nesse segmento, é correto afirmar que

  • A os segmentos do texto mostram estruturação narrativa, com sua básica evolução cronológica.
  • B o texto é integralmente descritivo, tendo por objeto os aspectos visuais do interior da caverna.
  • C o texto, após um início narrativo, desvia para a estruturação descritiva, terminando com uma reflexão do personagem.
  • D o texto, de caráter dissertativo-expositivo, tenta mostrar as dificuldades de encontrar-se um lugar seguro para morar, na época pré-histórica.
  • E o segmento final do texto mostra que sua finalidade é argumentativa.
9

Assinale a opção que exemplifica um gênero textual diferente dos demais.

  • A A ciência comete suicídio quando adota um credo.
  • B Não é possível que exista uma moral científica; mas também não é possível que haja uma ciência imoral.
  • C Conhecer é um ato. A ciência pertence, portanto, ao âmbito da moral.
  • D Não devemos acreditar em tudo que nos contam.
  • E Não há nenhum mal no átomo, apenas na alma dos homens.
10

Há frases interrogativas que são na verdade afirmações, pois a resposta já está contida implicitamente na pergunta, como no seguinte caso:

  • A Onde você acha que eu moro?
  • B Pode-me mostrar tua carteira, por favor?
  • C Gostaria de comer sobremesa?
  • D Quem pode dizer que dessa água eu não beberei?
  • E Onde está o meu celular?

Inglês

11
Text I

What is English as a Lingua Franca?

      ‘English’, as a language, has for some time been seen as a global phenomenon and, therefore, as no longer defined by fixed territorial, cultural and social functions. At the same time, people using English around the world have been shaping it and adapting it to their contexts of use and have made it relevant to their socio-cultural settings. English as a Lingua Franca, or ELF for short, is a field of research interest that was born out of this tension between the global and the local, and it originally began as a ramification of the World Englishes framework in order to address the international, or, rather, transnational perspective on English in the world. The field of ELF very quickly took on a nature of its own in its attempt to address the communication, attitudes, ideologies in transnational contexts, which go beyond the national categorisations of World Englishes (such as descriptions of Nigerian English, Malaysian English and other national varieties). ELF research, therefore, has built on World Englishes research by focusing on the diversity of English, albeit from more transnational, intercultural and multilingual perspectives.
      ELF is an intercultural medium of communication used among people from different socio-cultural and linguistic backgrounds, and usually among people from different first languages. Although it is possible that many people who use ELF have learnt it formally as a foreign language, at school or in an educational institution, the emphasis is on using rather than on learning. And this is a fundamental difference between ELF and English as a Foreign Language, or EFL, whereby people learn English to assimilate to or emulate native speakers. In ELF, instead, speakers are considered language users in their own right, and not failed native speakers or deficient learners of English. Some examples of typical ELF contexts may include communication among a group of neuroscientists, from, say, Belgium, Brazil and Russia, at an international conference on neuroscience, discussing their work in English, or an international call concerning a business project between Chinese and German business experts, or a group of migrants from Syria, Ethiopia and Iraq discussing their migration documents and requirements in English. The use of English will of course depend on the linguistic profile of the participants in these contexts, and they may have another common language at their disposal (other than English), but today ELF is the most common medium of intercultural communication, especially in transnational contexts.
        So, research in ELF pertains to roughly the same area of research as English as a contact language and English sociolinguistics. However, the initial impetus to conducting research in ELF originated from a pedagogical rationale – it seemed irrelevant and unrealistic to expect learners of English around the world to conform to native norms, British or American, or even to new English national varieties, which would be only suitable to certain socio-cultural and geographical locations. So, people from Brazil, France, Russia, Mozambique, or others around the world, would not need to acquire the norms originated and relevant to British or American English speakers, but could orientate themselves towards more appropriate and relevant ways of using English, or ELF. Researchers called for “closing a conceptual gap” between descriptions of native English varieties and new empirical and analytical approaches to English in the world. With the compilation of a number of corpora, ELF empirical research started to explore how English is developing, emerging and changing in its international uses around the world. Since the empirical corpus work started, research has expanded beyond the pedagogical aim, to include explorations of communication in different domains of expertise (professional, academic, etc.) and in relation to other concepts and research, such as culture, ideology and identity.

Adapted from https://www.gold.ac.uk/glits-e/ back-issues/english-as-a-lingua-franca/

The main objective of Text I is to:

  • A solve a problem.
  • B convey a request.
  • C demystify a view.
  • D explain a concept.
  • E break a stereotype.
12
Text I

What is English as a Lingua Franca?

      ‘English’, as a language, has for some time been seen as a global phenomenon and, therefore, as no longer defined by fixed territorial, cultural and social functions. At the same time, people using English around the world have been shaping it and adapting it to their contexts of use and have made it relevant to their socio-cultural settings. English as a Lingua Franca, or ELF for short, is a field of research interest that was born out of this tension between the global and the local, and it originally began as a ramification of the World Englishes framework in order to address the international, or, rather, transnational perspective on English in the world. The field of ELF very quickly took on a nature of its own in its attempt to address the communication, attitudes, ideologies in transnational contexts, which go beyond the national categorisations of World Englishes (such as descriptions of Nigerian English, Malaysian English and other national varieties). ELF research, therefore, has built on World Englishes research by focusing on the diversity of English, albeit from more transnational, intercultural and multilingual perspectives.
      ELF is an intercultural medium of communication used among people from different socio-cultural and linguistic backgrounds, and usually among people from different first languages. Although it is possible that many people who use ELF have learnt it formally as a foreign language, at school or in an educational institution, the emphasis is on using rather than on learning. And this is a fundamental difference between ELF and English as a Foreign Language, or EFL, whereby people learn English to assimilate to or emulate native speakers. In ELF, instead, speakers are considered language users in their own right, and not failed native speakers or deficient learners of English. Some examples of typical ELF contexts may include communication among a group of neuroscientists, from, say, Belgium, Brazil and Russia, at an international conference on neuroscience, discussing their work in English, or an international call concerning a business project between Chinese and German business experts, or a group of migrants from Syria, Ethiopia and Iraq discussing their migration documents and requirements in English. The use of English will of course depend on the linguistic profile of the participants in these contexts, and they may have another common language at their disposal (other than English), but today ELF is the most common medium of intercultural communication, especially in transnational contexts.
        So, research in ELF pertains to roughly the same area of research as English as a contact language and English sociolinguistics. However, the initial impetus to conducting research in ELF originated from a pedagogical rationale – it seemed irrelevant and unrealistic to expect learners of English around the world to conform to native norms, British or American, or even to new English national varieties, which would be only suitable to certain socio-cultural and geographical locations. So, people from Brazil, France, Russia, Mozambique, or others around the world, would not need to acquire the norms originated and relevant to British or American English speakers, but could orientate themselves towards more appropriate and relevant ways of using English, or ELF. Researchers called for “closing a conceptual gap” between descriptions of native English varieties and new empirical and analytical approaches to English in the world. With the compilation of a number of corpora, ELF empirical research started to explore how English is developing, emerging and changing in its international uses around the world. Since the empirical corpus work started, research has expanded beyond the pedagogical aim, to include explorations of communication in different domains of expertise (professional, academic, etc.) and in relation to other concepts and research, such as culture, ideology and identity.

Adapted from https://www.gold.ac.uk/glits-e/ back-issues/english-as-a-lingua-franca/

Based on Text I, mark the statements below as TRUE (T) or FALSE (F)
( ) English as a Lingua Franca (ELF) and as a Foreign Language (EFL) present different perspectives. ( ) In an ELF context, learners look up to native language speakers as models. ( ) Research in the area of ELF has involved areas other than pedagogical settings.
The statements are, respectively:

  • A T – F – T.
  • B T – T – F.
  • C T – F – F.
  • D F – T – T.
  • E F – T – F.
13
Text I

What is English as a Lingua Franca?

      ‘English’, as a language, has for some time been seen as a global phenomenon and, therefore, as no longer defined by fixed territorial, cultural and social functions. At the same time, people using English around the world have been shaping it and adapting it to their contexts of use and have made it relevant to their socio-cultural settings. English as a Lingua Franca, or ELF for short, is a field of research interest that was born out of this tension between the global and the local, and it originally began as a ramification of the World Englishes framework in order to address the international, or, rather, transnational perspective on English in the world. The field of ELF very quickly took on a nature of its own in its attempt to address the communication, attitudes, ideologies in transnational contexts, which go beyond the national categorisations of World Englishes (such as descriptions of Nigerian English, Malaysian English and other national varieties). ELF research, therefore, has built on World Englishes research by focusing on the diversity of English, albeit from more transnational, intercultural and multilingual perspectives.
      ELF is an intercultural medium of communication used among people from different socio-cultural and linguistic backgrounds, and usually among people from different first languages. Although it is possible that many people who use ELF have learnt it formally as a foreign language, at school or in an educational institution, the emphasis is on using rather than on learning. And this is a fundamental difference between ELF and English as a Foreign Language, or EFL, whereby people learn English to assimilate to or emulate native speakers. In ELF, instead, speakers are considered language users in their own right, and not failed native speakers or deficient learners of English. Some examples of typical ELF contexts may include communication among a group of neuroscientists, from, say, Belgium, Brazil and Russia, at an international conference on neuroscience, discussing their work in English, or an international call concerning a business project between Chinese and German business experts, or a group of migrants from Syria, Ethiopia and Iraq discussing their migration documents and requirements in English. The use of English will of course depend on the linguistic profile of the participants in these contexts, and they may have another common language at their disposal (other than English), but today ELF is the most common medium of intercultural communication, especially in transnational contexts.
        So, research in ELF pertains to roughly the same area of research as English as a contact language and English sociolinguistics. However, the initial impetus to conducting research in ELF originated from a pedagogical rationale – it seemed irrelevant and unrealistic to expect learners of English around the world to conform to native norms, British or American, or even to new English national varieties, which would be only suitable to certain socio-cultural and geographical locations. So, people from Brazil, France, Russia, Mozambique, or others around the world, would not need to acquire the norms originated and relevant to British or American English speakers, but could orientate themselves towards more appropriate and relevant ways of using English, or ELF. Researchers called for “closing a conceptual gap” between descriptions of native English varieties and new empirical and analytical approaches to English in the world. With the compilation of a number of corpora, ELF empirical research started to explore how English is developing, emerging and changing in its international uses around the world. Since the empirical corpus work started, research has expanded beyond the pedagogical aim, to include explorations of communication in different domains of expertise (professional, academic, etc.) and in relation to other concepts and research, such as culture, ideology and identity.

Adapted from https://www.gold.ac.uk/glits-e/ back-issues/english-as-a-lingua-franca/

The 3rd paragraph of Text I focuses on

  • A views on English-speaking countries.
  • B pedagogical applications for EFL.
  • C investigations in the field of ELF.
  • D tools to enhance learning.
  • E norms of language use.
14
Text I

What is English as a Lingua Franca?

      ‘English’, as a language, has for some time been seen as a global phenomenon and, therefore, as no longer defined by fixed territorial, cultural and social functions. At the same time, people using English around the world have been shaping it and adapting it to their contexts of use and have made it relevant to their socio-cultural settings. English as a Lingua Franca, or ELF for short, is a field of research interest that was born out of this tension between the global and the local, and it originally began as a ramification of the World Englishes framework in order to address the international, or, rather, transnational perspective on English in the world. The field of ELF very quickly took on a nature of its own in its attempt to address the communication, attitudes, ideologies in transnational contexts, which go beyond the national categorisations of World Englishes (such as descriptions of Nigerian English, Malaysian English and other national varieties). ELF research, therefore, has built on World Englishes research by focusing on the diversity of English, albeit from more transnational, intercultural and multilingual perspectives.
      ELF is an intercultural medium of communication used among people from different socio-cultural and linguistic backgrounds, and usually among people from different first languages. Although it is possible that many people who use ELF have learnt it formally as a foreign language, at school or in an educational institution, the emphasis is on using rather than on learning. And this is a fundamental difference between ELF and English as a Foreign Language, or EFL, whereby people learn English to assimilate to or emulate native speakers. In ELF, instead, speakers are considered language users in their own right, and not failed native speakers or deficient learners of English. Some examples of typical ELF contexts may include communication among a group of neuroscientists, from, say, Belgium, Brazil and Russia, at an international conference on neuroscience, discussing their work in English, or an international call concerning a business project between Chinese and German business experts, or a group of migrants from Syria, Ethiopia and Iraq discussing their migration documents and requirements in English. The use of English will of course depend on the linguistic profile of the participants in these contexts, and they may have another common language at their disposal (other than English), but today ELF is the most common medium of intercultural communication, especially in transnational contexts.
        So, research in ELF pertains to roughly the same area of research as English as a contact language and English sociolinguistics. However, the initial impetus to conducting research in ELF originated from a pedagogical rationale – it seemed irrelevant and unrealistic to expect learners of English around the world to conform to native norms, British or American, or even to new English national varieties, which would be only suitable to certain socio-cultural and geographical locations. So, people from Brazil, France, Russia, Mozambique, or others around the world, would not need to acquire the norms originated and relevant to British or American English speakers, but could orientate themselves towards more appropriate and relevant ways of using English, or ELF. Researchers called for “closing a conceptual gap” between descriptions of native English varieties and new empirical and analytical approaches to English in the world. With the compilation of a number of corpora, ELF empirical research started to explore how English is developing, emerging and changing in its international uses around the world. Since the empirical corpus work started, research has expanded beyond the pedagogical aim, to include explorations of communication in different domains of expertise (professional, academic, etc.) and in relation to other concepts and research, such as culture, ideology and identity.

Adapted from https://www.gold.ac.uk/glits-e/ back-issues/english-as-a-lingua-franca/

In the opening sentence, the verb phrase in “‘English’, as a language, has for some time been seen” is in the

  • A past perfect, active voice.
  • B past perfect, passive voice.
  • C simple present, passive voice.
  • D present perfect, passive voice.
  • E present perfect continuous, active voice.
15
Text I

What is English as a Lingua Franca?

      ‘English’, as a language, has for some time been seen as a global phenomenon and, therefore, as no longer defined by fixed territorial, cultural and social functions. At the same time, people using English around the world have been shaping it and adapting it to their contexts of use and have made it relevant to their socio-cultural settings. English as a Lingua Franca, or ELF for short, is a field of research interest that was born out of this tension between the global and the local, and it originally began as a ramification of the World Englishes framework in order to address the international, or, rather, transnational perspective on English in the world. The field of ELF very quickly took on a nature of its own in its attempt to address the communication, attitudes, ideologies in transnational contexts, which go beyond the national categorisations of World Englishes (such as descriptions of Nigerian English, Malaysian English and other national varieties). ELF research, therefore, has built on World Englishes research by focusing on the diversity of English, albeit from more transnational, intercultural and multilingual perspectives.
      ELF is an intercultural medium of communication used among people from different socio-cultural and linguistic backgrounds, and usually among people from different first languages. Although it is possible that many people who use ELF have learnt it formally as a foreign language, at school or in an educational institution, the emphasis is on using rather than on learning. And this is a fundamental difference between ELF and English as a Foreign Language, or EFL, whereby people learn English to assimilate to or emulate native speakers. In ELF, instead, speakers are considered language users in their own right, and not failed native speakers or deficient learners of English. Some examples of typical ELF contexts may include communication among a group of neuroscientists, from, say, Belgium, Brazil and Russia, at an international conference on neuroscience, discussing their work in English, or an international call concerning a business project between Chinese and German business experts, or a group of migrants from Syria, Ethiopia and Iraq discussing their migration documents and requirements in English. The use of English will of course depend on the linguistic profile of the participants in these contexts, and they may have another common language at their disposal (other than English), but today ELF is the most common medium of intercultural communication, especially in transnational contexts.
        So, research in ELF pertains to roughly the same area of research as English as a contact language and English sociolinguistics. However, the initial impetus to conducting research in ELF originated from a pedagogical rationale – it seemed irrelevant and unrealistic to expect learners of English around the world to conform to native norms, British or American, or even to new English national varieties, which would be only suitable to certain socio-cultural and geographical locations. So, people from Brazil, France, Russia, Mozambique, or others around the world, would not need to acquire the norms originated and relevant to British or American English speakers, but could orientate themselves towards more appropriate and relevant ways of using English, or ELF. Researchers called for “closing a conceptual gap” between descriptions of native English varieties and new empirical and analytical approaches to English in the world. With the compilation of a number of corpora, ELF empirical research started to explore how English is developing, emerging and changing in its international uses around the world. Since the empirical corpus work started, research has expanded beyond the pedagogical aim, to include explorations of communication in different domains of expertise (professional, academic, etc.) and in relation to other concepts and research, such as culture, ideology and identity.

Adapted from https://www.gold.ac.uk/glits-e/ back-issues/english-as-a-lingua-franca/

In the 1st paragraph, “in order to address” indicates

  • A comparison.
  • B contrast.
  • C purpose.
  • D addition.
  • E cause.
16
Text I

What is English as a Lingua Franca?

      ‘English’, as a language, has for some time been seen as a global phenomenon and, therefore, as no longer defined by fixed territorial, cultural and social functions. At the same time, people using English around the world have been shaping it and adapting it to their contexts of use and have made it relevant to their socio-cultural settings. English as a Lingua Franca, or ELF for short, is a field of research interest that was born out of this tension between the global and the local, and it originally began as a ramification of the World Englishes framework in order to address the international, or, rather, transnational perspective on English in the world. The field of ELF very quickly took on a nature of its own in its attempt to address the communication, attitudes, ideologies in transnational contexts, which go beyond the national categorisations of World Englishes (such as descriptions of Nigerian English, Malaysian English and other national varieties). ELF research, therefore, has built on World Englishes research by focusing on the diversity of English, albeit from more transnational, intercultural and multilingual perspectives.
      ELF is an intercultural medium of communication used among people from different socio-cultural and linguistic backgrounds, and usually among people from different first languages. Although it is possible that many people who use ELF have learnt it formally as a foreign language, at school or in an educational institution, the emphasis is on using rather than on learning. And this is a fundamental difference between ELF and English as a Foreign Language, or EFL, whereby people learn English to assimilate to or emulate native speakers. In ELF, instead, speakers are considered language users in their own right, and not failed native speakers or deficient learners of English. Some examples of typical ELF contexts may include communication among a group of neuroscientists, from, say, Belgium, Brazil and Russia, at an international conference on neuroscience, discussing their work in English, or an international call concerning a business project between Chinese and German business experts, or a group of migrants from Syria, Ethiopia and Iraq discussing their migration documents and requirements in English. The use of English will of course depend on the linguistic profile of the participants in these contexts, and they may have another common language at their disposal (other than English), but today ELF is the most common medium of intercultural communication, especially in transnational contexts.
        So, research in ELF pertains to roughly the same area of research as English as a contact language and English sociolinguistics. However, the initial impetus to conducting research in ELF originated from a pedagogical rationale – it seemed irrelevant and unrealistic to expect learners of English around the world to conform to native norms, British or American, or even to new English national varieties, which would be only suitable to certain socio-cultural and geographical locations. So, people from Brazil, France, Russia, Mozambique, or others around the world, would not need to acquire the norms originated and relevant to British or American English speakers, but could orientate themselves towards more appropriate and relevant ways of using English, or ELF. Researchers called for “closing a conceptual gap” between descriptions of native English varieties and new empirical and analytical approaches to English in the world. With the compilation of a number of corpora, ELF empirical research started to explore how English is developing, emerging and changing in its international uses around the world. Since the empirical corpus work started, research has expanded beyond the pedagogical aim, to include explorations of communication in different domains of expertise (professional, academic, etc.) and in relation to other concepts and research, such as culture, ideology and identity.

Adapted from https://www.gold.ac.uk/glits-e/ back-issues/english-as-a-lingua-franca/

“Instead” in “In ELF, instead, speakers are considered language users” (2nd paragraph) can be replaced without change of meaning by

  • A so.
  • B yet.
  • C besides.
  • D although.
  • E alternatively.
17
Text I

What is English as a Lingua Franca?

      ‘English’, as a language, has for some time been seen as a global phenomenon and, therefore, as no longer defined by fixed territorial, cultural and social functions. At the same time, people using English around the world have been shaping it and adapting it to their contexts of use and have made it relevant to their socio-cultural settings. English as a Lingua Franca, or ELF for short, is a field of research interest that was born out of this tension between the global and the local, and it originally began as a ramification of the World Englishes framework in order to address the international, or, rather, transnational perspective on English in the world. The field of ELF very quickly took on a nature of its own in its attempt to address the communication, attitudes, ideologies in transnational contexts, which go beyond the national categorisations of World Englishes (such as descriptions of Nigerian English, Malaysian English and other national varieties). ELF research, therefore, has built on World Englishes research by focusing on the diversity of English, albeit from more transnational, intercultural and multilingual perspectives.
      ELF is an intercultural medium of communication used among people from different socio-cultural and linguistic backgrounds, and usually among people from different first languages. Although it is possible that many people who use ELF have learnt it formally as a foreign language, at school or in an educational institution, the emphasis is on using rather than on learning. And this is a fundamental difference between ELF and English as a Foreign Language, or EFL, whereby people learn English to assimilate to or emulate native speakers. In ELF, instead, speakers are considered language users in their own right, and not failed native speakers or deficient learners of English. Some examples of typical ELF contexts may include communication among a group of neuroscientists, from, say, Belgium, Brazil and Russia, at an international conference on neuroscience, discussing their work in English, or an international call concerning a business project between Chinese and German business experts, or a group of migrants from Syria, Ethiopia and Iraq discussing their migration documents and requirements in English. The use of English will of course depend on the linguistic profile of the participants in these contexts, and they may have another common language at their disposal (other than English), but today ELF is the most common medium of intercultural communication, especially in transnational contexts.
        So, research in ELF pertains to roughly the same area of research as English as a contact language and English sociolinguistics. However, the initial impetus to conducting research in ELF originated from a pedagogical rationale – it seemed irrelevant and unrealistic to expect learners of English around the world to conform to native norms, British or American, or even to new English national varieties, which would be only suitable to certain socio-cultural and geographical locations. So, people from Brazil, France, Russia, Mozambique, or others around the world, would not need to acquire the norms originated and relevant to British or American English speakers, but could orientate themselves towards more appropriate and relevant ways of using English, or ELF. Researchers called for “closing a conceptual gap” between descriptions of native English varieties and new empirical and analytical approaches to English in the world. With the compilation of a number of corpora, ELF empirical research started to explore how English is developing, emerging and changing in its international uses around the world. Since the empirical corpus work started, research has expanded beyond the pedagogical aim, to include explorations of communication in different domains of expertise (professional, academic, etc.) and in relation to other concepts and research, such as culture, ideology and identity.

Adapted from https://www.gold.ac.uk/glits-e/ back-issues/english-as-a-lingua-franca/

“Emulate” in “emulate native speakers” (2nd paragraph) is a synonym of

  • A imitate.
  • B engage.
  • C criticize.
  • D compete.
  • E disregard.
18
Text I

What is English as a Lingua Franca?

      ‘English’, as a language, has for some time been seen as a global phenomenon and, therefore, as no longer defined by fixed territorial, cultural and social functions. At the same time, people using English around the world have been shaping it and adapting it to their contexts of use and have made it relevant to their socio-cultural settings. English as a Lingua Franca, or ELF for short, is a field of research interest that was born out of this tension between the global and the local, and it originally began as a ramification of the World Englishes framework in order to address the international, or, rather, transnational perspective on English in the world. The field of ELF very quickly took on a nature of its own in its attempt to address the communication, attitudes, ideologies in transnational contexts, which go beyond the national categorisations of World Englishes (such as descriptions of Nigerian English, Malaysian English and other national varieties). ELF research, therefore, has built on World Englishes research by focusing on the diversity of English, albeit from more transnational, intercultural and multilingual perspectives.
      ELF is an intercultural medium of communication used among people from different socio-cultural and linguistic backgrounds, and usually among people from different first languages. Although it is possible that many people who use ELF have learnt it formally as a foreign language, at school or in an educational institution, the emphasis is on using rather than on learning. And this is a fundamental difference between ELF and English as a Foreign Language, or EFL, whereby people learn English to assimilate to or emulate native speakers. In ELF, instead, speakers are considered language users in their own right, and not failed native speakers or deficient learners of English. Some examples of typical ELF contexts may include communication among a group of neuroscientists, from, say, Belgium, Brazil and Russia, at an international conference on neuroscience, discussing their work in English, or an international call concerning a business project between Chinese and German business experts, or a group of migrants from Syria, Ethiopia and Iraq discussing their migration documents and requirements in English. The use of English will of course depend on the linguistic profile of the participants in these contexts, and they may have another common language at their disposal (other than English), but today ELF is the most common medium of intercultural communication, especially in transnational contexts.
        So, research in ELF pertains to roughly the same area of research as English as a contact language and English sociolinguistics. However, the initial impetus to conducting research in ELF originated from a pedagogical rationale – it seemed irrelevant and unrealistic to expect learners of English around the world to conform to native norms, British or American, or even to new English national varieties, which would be only suitable to certain socio-cultural and geographical locations. So, people from Brazil, France, Russia, Mozambique, or others around the world, would not need to acquire the norms originated and relevant to British or American English speakers, but could orientate themselves towards more appropriate and relevant ways of using English, or ELF. Researchers called for “closing a conceptual gap” between descriptions of native English varieties and new empirical and analytical approaches to English in the world. With the compilation of a number of corpora, ELF empirical research started to explore how English is developing, emerging and changing in its international uses around the world. Since the empirical corpus work started, research has expanded beyond the pedagogical aim, to include explorations of communication in different domains of expertise (professional, academic, etc.) and in relation to other concepts and research, such as culture, ideology and identity.

Adapted from https://www.gold.ac.uk/glits-e/ back-issues/english-as-a-lingua-franca/

The modal verb in “they may have another common language at their disposal” (2nd paragraph) indicates

  • A permission.
  • B possibility.
  • C obligation.
  • D certainty.
  • E advice.
19
Text I

What is English as a Lingua Franca?

      ‘English’, as a language, has for some time been seen as a global phenomenon and, therefore, as no longer defined by fixed territorial, cultural and social functions. At the same time, people using English around the world have been shaping it and adapting it to their contexts of use and have made it relevant to their socio-cultural settings. English as a Lingua Franca, or ELF for short, is a field of research interest that was born out of this tension between the global and the local, and it originally began as a ramification of the World Englishes framework in order to address the international, or, rather, transnational perspective on English in the world. The field of ELF very quickly took on a nature of its own in its attempt to address the communication, attitudes, ideologies in transnational contexts, which go beyond the national categorisations of World Englishes (such as descriptions of Nigerian English, Malaysian English and other national varieties). ELF research, therefore, has built on World Englishes research by focusing on the diversity of English, albeit from more transnational, intercultural and multilingual perspectives.
      ELF is an intercultural medium of communication used among people from different socio-cultural and linguistic backgrounds, and usually among people from different first languages. Although it is possible that many people who use ELF have learnt it formally as a foreign language, at school or in an educational institution, the emphasis is on using rather than on learning. And this is a fundamental difference between ELF and English as a Foreign Language, or EFL, whereby people learn English to assimilate to or emulate native speakers. In ELF, instead, speakers are considered language users in their own right, and not failed native speakers or deficient learners of English. Some examples of typical ELF contexts may include communication among a group of neuroscientists, from, say, Belgium, Brazil and Russia, at an international conference on neuroscience, discussing their work in English, or an international call concerning a business project between Chinese and German business experts, or a group of migrants from Syria, Ethiopia and Iraq discussing their migration documents and requirements in English. The use of English will of course depend on the linguistic profile of the participants in these contexts, and they may have another common language at their disposal (other than English), but today ELF is the most common medium of intercultural communication, especially in transnational contexts.
        So, research in ELF pertains to roughly the same area of research as English as a contact language and English sociolinguistics. However, the initial impetus to conducting research in ELF originated from a pedagogical rationale – it seemed irrelevant and unrealistic to expect learners of English around the world to conform to native norms, British or American, or even to new English national varieties, which would be only suitable to certain socio-cultural and geographical locations. So, people from Brazil, France, Russia, Mozambique, or others around the world, would not need to acquire the norms originated and relevant to British or American English speakers, but could orientate themselves towards more appropriate and relevant ways of using English, or ELF. Researchers called for “closing a conceptual gap” between descriptions of native English varieties and new empirical and analytical approaches to English in the world. With the compilation of a number of corpora, ELF empirical research started to explore how English is developing, emerging and changing in its international uses around the world. Since the empirical corpus work started, research has expanded beyond the pedagogical aim, to include explorations of communication in different domains of expertise (professional, academic, etc.) and in relation to other concepts and research, such as culture, ideology and identity.

Adapted from https://www.gold.ac.uk/glits-e/ back-issues/english-as-a-lingua-franca/

The possessive determiner in “changing in its international uses” (3rd paragraph) refers to

  • A EFL.
  • B world.
  • C English.
  • D research.
  • E compilation.
20
Text I

What is English as a Lingua Franca?

      ‘English’, as a language, has for some time been seen as a global phenomenon and, therefore, as no longer defined by fixed territorial, cultural and social functions. At the same time, people using English around the world have been shaping it and adapting it to their contexts of use and have made it relevant to their socio-cultural settings. English as a Lingua Franca, or ELF for short, is a field of research interest that was born out of this tension between the global and the local, and it originally began as a ramification of the World Englishes framework in order to address the international, or, rather, transnational perspective on English in the world. The field of ELF very quickly took on a nature of its own in its attempt to address the communication, attitudes, ideologies in transnational contexts, which go beyond the national categorisations of World Englishes (such as descriptions of Nigerian English, Malaysian English and other national varieties). ELF research, therefore, has built on World Englishes research by focusing on the diversity of English, albeit from more transnational, intercultural and multilingual perspectives.
      ELF is an intercultural medium of communication used among people from different socio-cultural and linguistic backgrounds, and usually among people from different first languages. Although it is possible that many people who use ELF have learnt it formally as a foreign language, at school or in an educational institution, the emphasis is on using rather than on learning. And this is a fundamental difference between ELF and English as a Foreign Language, or EFL, whereby people learn English to assimilate to or emulate native speakers. In ELF, instead, speakers are considered language users in their own right, and not failed native speakers or deficient learners of English. Some examples of typical ELF contexts may include communication among a group of neuroscientists, from, say, Belgium, Brazil and Russia, at an international conference on neuroscience, discussing their work in English, or an international call concerning a business project between Chinese and German business experts, or a group of migrants from Syria, Ethiopia and Iraq discussing their migration documents and requirements in English. The use of English will of course depend on the linguistic profile of the participants in these contexts, and they may have another common language at their disposal (other than English), but today ELF is the most common medium of intercultural communication, especially in transnational contexts.
        So, research in ELF pertains to roughly the same area of research as English as a contact language and English sociolinguistics. However, the initial impetus to conducting research in ELF originated from a pedagogical rationale – it seemed irrelevant and unrealistic to expect learners of English around the world to conform to native norms, British or American, or even to new English national varieties, which would be only suitable to certain socio-cultural and geographical locations. So, people from Brazil, France, Russia, Mozambique, or others around the world, would not need to acquire the norms originated and relevant to British or American English speakers, but could orientate themselves towards more appropriate and relevant ways of using English, or ELF. Researchers called for “closing a conceptual gap” between descriptions of native English varieties and new empirical and analytical approaches to English in the world. With the compilation of a number of corpora, ELF empirical research started to explore how English is developing, emerging and changing in its international uses around the world. Since the empirical corpus work started, research has expanded beyond the pedagogical aim, to include explorations of communication in different domains of expertise (professional, academic, etc.) and in relation to other concepts and research, such as culture, ideology and identity.

Adapted from https://www.gold.ac.uk/glits-e/ back-issues/english-as-a-lingua-franca/

The underlined word in “Since the empirical corpus work started” (3rd paragraph) is a

  • A verb.
  • B noun.
  • C adverb.
  • D adjective.
  • E preposition.
21
Text III

Teaching a child to read

Imagery first: the colors primary
Familiar as the sun; the purpose sure –
To hear, to smell, to feel, to taste, to see.
The mind will enter by another door.

The verb is next: we are the rain that falls,
The frog that sees a cricket as it leaps,
The robin that flaps its wings and calls,
The fish that swims, the animal that creeps.

The third is narrative, the moving spell
Of syntax that ad-libs the myths of time.
Alas, we learn before the wishing well
Has dried how words become a hill to climb.

The fourth is symbol: goodness, beauty, love.
This is the time of quarrel, tears and pain.
Sowing the dragons’ teeth, we bob and weave
Until we bring the simple back again.

By Allen Kanfer. Source: https://www.poetryfoundation.org/ poetrymagazine/browse?contentId=28478 Glossary: to ad-lib: If you ad-lib something in a play or a speech, you say something which has not been planned or written beforehand. (https://www.collinsdictionary.com/dictionary/english/ad-lib)

This poem suggests that learning how to read should be carried out

  • A all at once.
  • B step-by-step.
  • C now and then.
  • D unmethodically.
  • E heavy-handedly.
22
Text III

Teaching a child to read

Imagery first: the colors primary
Familiar as the sun; the purpose sure –
To hear, to smell, to feel, to taste, to see.
The mind will enter by another door.

The verb is next: we are the rain that falls,
The frog that sees a cricket as it leaps,
The robin that flaps its wings and calls,
The fish that swims, the animal that creeps.

The third is narrative, the moving spell
Of syntax that ad-libs the myths of time.
Alas, we learn before the wishing well
Has dried how words become a hill to climb.

The fourth is symbol: goodness, beauty, love.
This is the time of quarrel, tears and pain.
Sowing the dragons’ teeth, we bob and weave
Until we bring the simple back again.

By Allen Kanfer. Source: https://www.poetryfoundation.org/ poetrymagazine/browse?contentId=28478 Glossary: to ad-lib: If you ad-lib something in a play or a speech, you say something which has not been planned or written beforehand. (https://www.collinsdictionary.com/dictionary/english/ad-lib)

The first stanza points out that teaching reading should begin by

  • A analysing the verbs.
  • B translating the words.
  • C preparing the sketches.
  • D stimulating the senses.
  • E substituting the symbols.
23
Text III

Teaching a child to read

Imagery first: the colors primary
Familiar as the sun; the purpose sure –
To hear, to smell, to feel, to taste, to see.
The mind will enter by another door.

The verb is next: we are the rain that falls,
The frog that sees a cricket as it leaps,
The robin that flaps its wings and calls,
The fish that swims, the animal that creeps.

The third is narrative, the moving spell
Of syntax that ad-libs the myths of time.
Alas, we learn before the wishing well
Has dried how words become a hill to climb.

The fourth is symbol: goodness, beauty, love.
This is the time of quarrel, tears and pain.
Sowing the dragons’ teeth, we bob and weave
Until we bring the simple back again.

By Allen Kanfer. Source: https://www.poetryfoundation.org/ poetrymagazine/browse?contentId=28478 Glossary: to ad-lib: If you ad-lib something in a play or a speech, you say something which has not been planned or written beforehand. (https://www.collinsdictionary.com/dictionary/english/ad-lib)

In the 2nd stanza, “the animal that creeps” is one that

  • A runs.
  • B flies.
  • C walks.
  • D jumps.
  • E crawls.
24
Text III

Teaching a child to read

Imagery first: the colors primary
Familiar as the sun; the purpose sure –
To hear, to smell, to feel, to taste, to see.
The mind will enter by another door.

The verb is next: we are the rain that falls,
The frog that sees a cricket as it leaps,
The robin that flaps its wings and calls,
The fish that swims, the animal that creeps.

The third is narrative, the moving spell
Of syntax that ad-libs the myths of time.
Alas, we learn before the wishing well
Has dried how words become a hill to climb.

The fourth is symbol: goodness, beauty, love.
This is the time of quarrel, tears and pain.
Sowing the dragons’ teeth, we bob and weave
Until we bring the simple back again.

By Allen Kanfer. Source: https://www.poetryfoundation.org/ poetrymagazine/browse?contentId=28478 Glossary: to ad-lib: If you ad-lib something in a play or a speech, you say something which has not been planned or written beforehand. (https://www.collinsdictionary.com/dictionary/english/ad-lib)

When the poet says that “words become a hill to climb”, he means that the process may become

  • A gentle.
  • B simple.
  • C difficult.
  • D inductive
  • E effortless.
25
Text III

Teaching a child to read

Imagery first: the colors primary
Familiar as the sun; the purpose sure –
To hear, to smell, to feel, to taste, to see.
The mind will enter by another door.

The verb is next: we are the rain that falls,
The frog that sees a cricket as it leaps,
The robin that flaps its wings and calls,
The fish that swims, the animal that creeps.

The third is narrative, the moving spell
Of syntax that ad-libs the myths of time.
Alas, we learn before the wishing well
Has dried how words become a hill to climb.

The fourth is symbol: goodness, beauty, love.
This is the time of quarrel, tears and pain.
Sowing the dragons’ teeth, we bob and weave
Until we bring the simple back again.

By Allen Kanfer. Source: https://www.poetryfoundation.org/ poetrymagazine/browse?contentId=28478 Glossary: to ad-lib: If you ad-lib something in a play or a speech, you say something which has not been planned or written beforehand. (https://www.collinsdictionary.com/dictionary/english/ad-lib)

The simple past and past participle of the verb “falls” in “we are the rain that falls” are, respectively,

  • A fell, fell.
  • B fell, fallen.
  • C fell, falled.
  • D felled, felled.
  • E fallen, fallen.
26
Text III

Teaching a child to read

Imagery first: the colors primary
Familiar as the sun; the purpose sure –
To hear, to smell, to feel, to taste, to see.
The mind will enter by another door.

The verb is next: we are the rain that falls,
The frog that sees a cricket as it leaps,
The robin that flaps its wings and calls,
The fish that swims, the animal that creeps.

The third is narrative, the moving spell
Of syntax that ad-libs the myths of time.
Alas, we learn before the wishing well
Has dried how words become a hill to climb.

The fourth is symbol: goodness, beauty, love.
This is the time of quarrel, tears and pain.
Sowing the dragons’ teeth, we bob and weave
Until we bring the simple back again.

By Allen Kanfer. Source: https://www.poetryfoundation.org/ poetrymagazine/browse?contentId=28478 Glossary: to ad-lib: If you ad-lib something in a play or a speech, you say something which has not been planned or written beforehand. (https://www.collinsdictionary.com/dictionary/english/ad-lib)

The conjunction in “as it leaps” has the same function as in the sentence

  • A As you can see, we're still working on the project.
  • B As a consequence, the system needs to change.
  • C He worked as a teacher when he was young.
  • D The class started as the sun was setting.
  • E She loved singing as a child.
27
Text III

Teaching a child to read

Imagery first: the colors primary
Familiar as the sun; the purpose sure –
To hear, to smell, to feel, to taste, to see.
The mind will enter by another door.

The verb is next: we are the rain that falls,
The frog that sees a cricket as it leaps,
The robin that flaps its wings and calls,
The fish that swims, the animal that creeps.

The third is narrative, the moving spell
Of syntax that ad-libs the myths of time.
Alas, we learn before the wishing well
Has dried how words become a hill to climb.

The fourth is symbol: goodness, beauty, love.
This is the time of quarrel, tears and pain.
Sowing the dragons’ teeth, we bob and weave
Until we bring the simple back again.

By Allen Kanfer. Source: https://www.poetryfoundation.org/ poetrymagazine/browse?contentId=28478 Glossary: to ad-lib: If you ad-lib something in a play or a speech, you say something which has not been planned or written beforehand. (https://www.collinsdictionary.com/dictionary/english/ad-lib)

The opposite of the preposition in “we learn before the wishing well/Has dried” is

  • A after.
  • B along.
  • C above.
  • D across.
  • E against.
28

Text I 


Trust and audit


    Trust is what auditors sell. They review the accuracy, adequacy or propriety of other people’s work. Financial statement audits are prepared for the owners of a company and presented publically to provide assurance to the market and the wider public. Public service audits are presented to governing bodies and, in some cases, directly to parliament.

      It is the independent scepticism of the auditor that allows shareholders and the public to be confident that they are being given a true and fair account of the organisation in question. The auditor’s signature pledges his or her reputational capital so that the audited body’s public statements can be trusted. […]

    Given the fundamental importance of trust, should auditors not then feel immensely valuable in the context of declining trust? Not so. Among our interviewees, a consensus emerged that the audit profession is under-producing trust at a critical time. One aspect of the problem is the quietness of audit: it is a profession that literally goes about its work behind the scenes. The face and processes of the auditor are rarely seen in the organisations they scrutinise, and relatively rarely in the outside world. Yet, if we listen to the mounting evidence of the importance of social capital, we know that frequent and reliable contacts between groups are important to strengthening and expanding trust.

     So what can be done? Our research suggests that more frequent dialogue with audit committees and a more ambitious outward facing role for the sector’s leadership would be welcome. But we think more is needed. Audit for the 21st century should be understood and designed as primarily a confidence building process within the audited organisation and across its stakeholders. If the audit is a way of ensuring the client’s accountability, much more needs to be done to make the audit itself exemplary in its openness and inclusiveness.

    Instead of an audit report being a trust-producing product, the audit process could become a trust-producing practice in which the auditor uses his or her position as a trusted intermediary to broker rigorous learning across all dimensions of the organisation and its stakeholders. The views of investors, staff, suppliers and customers could routinely be considered, as could questions from the general public; online technologies offer numerous opportunities to inform, involve and invite.

    From being a service that consists almost exclusively of external investigation by a warranted professional, auditing needs to become more co-productive, with the auditor’s role expanding to include that of an expert convenor who is willing to share the tools of enquiry. Audit could move from ‘black box’ to ‘glass box’.

    But the profession will still struggle to secure trust unless it can stake a stronger claim to supporting improvement. Does it increase the economic, social or environmental value of the organisations it reviews? It is one thing to believe in the accuracy of a financial statement audit, but it is another thing to believe in its utility.


Adapted from: https://auditfutures.net/pdf/AuditFutures-RSA-EnlighteningProfessions.pdf

Based on Text I, mark the statements below as TRUE (T) or FALSE (F).
I. In auditing, taking heed of what other parties have to say needs to be downplayed. II. Auditors are generally unobtrusive when carrying out their jobs. III. Trust is obtained when auditors eschew straightforward statements.
The statements are, respectively,

  • A F – T – F.
  • B F – F – T.
  • C T – F – T.
  • D F – T – T.
  • E T – F – F.
29

Text I 


Trust and audit


    Trust is what auditors sell. They review the accuracy, adequacy or propriety of other people’s work. Financial statement audits are prepared for the owners of a company and presented publically to provide assurance to the market and the wider public. Public service audits are presented to governing bodies and, in some cases, directly to parliament.

      It is the independent scepticism of the auditor that allows shareholders and the public to be confident that they are being given a true and fair account of the organisation in question. The auditor’s signature pledges his or her reputational capital so that the audited body’s public statements can be trusted. […]

    Given the fundamental importance of trust, should auditors not then feel immensely valuable in the context of declining trust? Not so. Among our interviewees, a consensus emerged that the audit profession is under-producing trust at a critical time. One aspect of the problem is the quietness of audit: it is a profession that literally goes about its work behind the scenes. The face and processes of the auditor are rarely seen in the organisations they scrutinise, and relatively rarely in the outside world. Yet, if we listen to the mounting evidence of the importance of social capital, we know that frequent and reliable contacts between groups are important to strengthening and expanding trust.

     So what can be done? Our research suggests that more frequent dialogue with audit committees and a more ambitious outward facing role for the sector’s leadership would be welcome. But we think more is needed. Audit for the 21st century should be understood and designed as primarily a confidence building process within the audited organisation and across its stakeholders. If the audit is a way of ensuring the client’s accountability, much more needs to be done to make the audit itself exemplary in its openness and inclusiveness.

    Instead of an audit report being a trust-producing product, the audit process could become a trust-producing practice in which the auditor uses his or her position as a trusted intermediary to broker rigorous learning across all dimensions of the organisation and its stakeholders. The views of investors, staff, suppliers and customers could routinely be considered, as could questions from the general public; online technologies offer numerous opportunities to inform, involve and invite.

    From being a service that consists almost exclusively of external investigation by a warranted professional, auditing needs to become more co-productive, with the auditor’s role expanding to include that of an expert convenor who is willing to share the tools of enquiry. Audit could move from ‘black box’ to ‘glass box’.

    But the profession will still struggle to secure trust unless it can stake a stronger claim to supporting improvement. Does it increase the economic, social or environmental value of the organisations it reviews? It is one thing to believe in the accuracy of a financial statement audit, but it is another thing to believe in its utility.


Adapted from: https://auditfutures.net/pdf/AuditFutures-RSA-EnlighteningProfessions.pdf

Text I suggests auditors should invest in more

  • A dynamic surveys.
  • B unfounded records.
  • C provisional auditing.
  • D constant interactions.
  • E user-friendly programs.
30

Text I 


Trust and audit


    Trust is what auditors sell. They review the accuracy, adequacy or propriety of other people’s work. Financial statement audits are prepared for the owners of a company and presented publically to provide assurance to the market and the wider public. Public service audits are presented to governing bodies and, in some cases, directly to parliament.

      It is the independent scepticism of the auditor that allows shareholders and the public to be confident that they are being given a true and fair account of the organisation in question. The auditor’s signature pledges his or her reputational capital so that the audited body’s public statements can be trusted. […]

    Given the fundamental importance of trust, should auditors not then feel immensely valuable in the context of declining trust? Not so. Among our interviewees, a consensus emerged that the audit profession is under-producing trust at a critical time. One aspect of the problem is the quietness of audit: it is a profession that literally goes about its work behind the scenes. The face and processes of the auditor are rarely seen in the organisations they scrutinise, and relatively rarely in the outside world. Yet, if we listen to the mounting evidence of the importance of social capital, we know that frequent and reliable contacts between groups are important to strengthening and expanding trust.

     So what can be done? Our research suggests that more frequent dialogue with audit committees and a more ambitious outward facing role for the sector’s leadership would be welcome. But we think more is needed. Audit for the 21st century should be understood and designed as primarily a confidence building process within the audited organisation and across its stakeholders. If the audit is a way of ensuring the client’s accountability, much more needs to be done to make the audit itself exemplary in its openness and inclusiveness.

    Instead of an audit report being a trust-producing product, the audit process could become a trust-producing practice in which the auditor uses his or her position as a trusted intermediary to broker rigorous learning across all dimensions of the organisation and its stakeholders. The views of investors, staff, suppliers and customers could routinely be considered, as could questions from the general public; online technologies offer numerous opportunities to inform, involve and invite.

    From being a service that consists almost exclusively of external investigation by a warranted professional, auditing needs to become more co-productive, with the auditor’s role expanding to include that of an expert convenor who is willing to share the tools of enquiry. Audit could move from ‘black box’ to ‘glass box’.

    But the profession will still struggle to secure trust unless it can stake a stronger claim to supporting improvement. Does it increase the economic, social or environmental value of the organisations it reviews? It is one thing to believe in the accuracy of a financial statement audit, but it is another thing to believe in its utility.


Adapted from: https://auditfutures.net/pdf/AuditFutures-RSA-EnlighteningProfessions.pdf

The opposite of quietness (3rd paragraph) is

  • A deafness.
  • B loudness.
  • C kindliness.
  • D dampness.
  • E shrewdness.

Raciocínio Lógico

31

Edson e Roberto fazem uma aposta jogando dois dados, ambos regulares. Edson ganha a aposta se saírem dois números maiores do que 3. Caso contrário, ganha Roberto.
Eles pretendem fazer um jogo honesto. Se perder, Edson pagará a Roberto 10 reais.
Então, se perder, Roberto deverá pagar a Edson

  • A 18 reais.
  • B 24 reais.
  • C 30 reais.
  • D 42 reais.
  • E 46 reais.
32

A Mega-Sena é um jogo de apostas no qual são sorteadas 6 dentre 60 bolas numeradas de 1 a 60. Cecília fez uma aposta, escolhendo os números 1, 2, 3, 4, 5 e 6. Cecília está acompanhando o sorteio e viu que as três primeiras bolas sorteadas foram as de número 1, 2 e 3.


A chance de Cecília acertar os seis números e ganhar na MegaSena é agora de uma em

  • A 29.260.
  • B 38.482.
  • C 61.245.
  • D 83.998.
  • E 102.063.
33

Lionel pretende comprar um carro que pode ser pago à vista, por 80 mil reais, ou a prazo, por 120 mil reais, com uma entrada e mais duas prestações iguais, a primeira a ser paga depois de um ano e a segunda a ser paga depois de mais um ano. Lionel dispõe de 150 mil reais, que estão aplicados no banco, com rendimento de 50% ao ano.


Lionel prefere pagar a prazo. O valor máximo da entrada que Lionel deve pagar de modo que a opção a prazo seja preferível é de

  • A 60 mil reais.
  • B 50 mil reais.
  • C 40 mil reais.
  • D 30 mil reais.
  • E 20 mil reais.
34
O número de anagramas da palavra BANCO, em que não há duas vogais juntas nem duas consoantes juntas, é
  • A 6.
  • B 10.
  • C 12
  • D 18.
  • E 24.
35

Ana vai passar o fim de semana em sua casa de praia. A previsão do tempo diz que a probabilidade de chuva no sábado é de 30%, e a probabilidade de chuva no domingo é de 40%.
Nesse caso, a probabilidade de que Ana consiga ir à praia no fim de semana sem pegar chuva é de

  • A 46%.
  • B 55%.
  • C 63%.
  • D 88%.
  • E 92%.

Direitos Humanos

36
A Convenção das Nações Unidas contra a Corrupção prevê expressamente que cada Estado Parte:

  • A estabelecerá um prazo maior ou interromperá a prescrição quando o presumido delinquente tiver evadido da administração da justiça;
  • B deverá proibir a utilização de delação premiada como meio de obtenção de prova;
  • C deverá criar mecanismo que respeitem o sigilo bancário nas Investigações relacionadas ao crime de corrupção;
  • D considerará a possibilidade de prever, em conformidade com os princípios fundamentais de sua legislação interna, a concessão de benefícios para colaboradores, vedada a concessão de imunidade judicial;
  • E considerará a possibilidade de adotar as medidas legislativas e de outras índoles que sejam necessárias para qualificar como delito, inclusive na modalidade culposa, o enriquecimento ilícito.
37
O Tribunal Penal Internacional (TPI) foi instituído pelo Tratado de Roma, de 17 de julho de 1998, ratificado pelo Decreto Legislativo nº 112, de 6 de junho de 2002, e Internalizado no Brasil por meio do Decreto nº 4.388, de 25 de setembro de 2002.

Sobre o TPI, é correto afirmar que:
  • A a jurisdição do TPI é concorrente, a fim de garantir maior efetividade ao sistema de punição de crimes graves contra a humanidade;
  • B o TPI não é vinculado a nenhum país, mas a um órgão da ONU e, portanto, todas as nações que integram a ONU estão a ele submetidos;
  • C compete ao TPI processar e julgar os crimes de guerra, os crimes de genocídio, os crimes contra a vida em geral e os crimes de agressão contra a humanidade;
  • D jurisdição do TPI é subsidiária e só poderá intervir quando o Estado com jurisdição sobre o caso não estiver em condições de investigar e julgar o acusado ou não demonstrar intenção de fazê-lo;
  • E a jurisdição do TPI incide sobre os Estados Membros que se omitem de forma culposa ou dolosa de processar e julgar cidadãos acusados dos crimes previstos no Tratado de Roma.
38

Um grupo armado, formado por agentes públicos vinculados ao Estado Alfa, desferiu disparos de arma de fogo, que foram a causa eficiente da morte de dezena de pessoas, sendo todas elas familiares de indivíduos alegadamente envolvidos com a criminalidade. Por entenderem que as forças de segurança do Estado estariam possivelmente mancomunadas com os autores do ilícito, não realizando a apuração da forma devida, pessoas próximas às vítimas decidiram consultar um advogado a respeito da possibilidade de a apuração ser deslocada para a Justiça Federal.
O advogado respondeu corretamente que

  • A é possível o deslocamento de competência, o que pode ser requerido por legítimo interessado ao Tribunal Regional Federal competente.
  • B é possível o deslocamento de competência, o que deve ser requerido por legitimado específico e deferido pelo tribunal nacional competente.
  • C ocorreu a perpetuatio jurisdictionis, não sendo possível a alteração de competência após a prática do ilícito, sob pena de configuração de um juízo de exceção.
  • D é possível o deslocamento de competência, desde que isto seja deferido pelo tribunal nacional competente, mas apenas na fase processual, não durante o inquérito.
  • E é possível o deslocamento de competência, desde que demonstrada, perante o Supremo Tribunal Federal, a existência de causa de suspeição ou impedimento.
39
Sobre o Sistema Interamericano de Proteção dos Direitos Humanos (SIDH) e a Convenção Interamericana de Direitos Humanos, é correto afirmar que:
  • A seus órgãos principais são a Corte Interamericana de Direitos Humanos e a Comissão Interamericana de Direitos Humanos;
  • B a Convenção Interamericana de Direitos Humanos, pelo seu conteúdo, teve aplicação imediata no Brasil, sem necessidade do processo constitucional de internalização de convenções; 
  • C na interpretação da norma mais favorável, deverá o juiz privilegiar a norma de direito interno em relação à norma prevista na Convenção; 
  • D para que os estrangeiros residentes no Brasil possam invocar as garantias da Convenção Interamericana em seu favor, há necessidade de reciprocidade pelo país de nacionalidade do estrangeiro;
  • E é cabível o controle abstrato de lei interna de um Estado em face de norma da Convenção Interamericana perante a Corte Interamericana de Direitos Humanos.
40

Catarina tem 56 anos e está internada em uma instituição psiquiátrica desde os 15 anos. Recentemente foi avaliada pelo médico da instituição como apta para retornar ao convívio social fora da instituição. Como Catarina possui uma sobrinha, esta foi chamada para levar a tia para casa.
Nessa situação, de acordo com a Lei nº 10.216/2001, a conduta da instituição está:

  • A correta, pois vai ao encontro das recomendações propugnadas pelo Movimento Antimanicomial;
  • B incorreta, porque pacientes há longo tempo hospitalizados devem ter política específica de alta planejada e reabilitação psicossocial assistida;
  • C incorreta, na medida em que a alta deveria ser discutida com uma equipe multidisciplinar, que ouviria inicialmente a família da usuária;
  • D correta, uma vez que as novas Diretrizes de Saúde Mental determinam que pacientes que possuem dependência institucional devem ter alta, caso possuam família;
  • E incorreta, posto que a equipe de Saúde Mental só está autorizada a proceder à alta a pedido da família ou da própria paciente.
41
Os chefes de Estado e de Governo e altos representantes, reunidos na sede das Nações Unidas em Nova York de 25 a 27 de setembro de 2015, lançaram os novos Objetivos de Desenvolvimento Sustentável globais, a chamada Agenda 2030.
Considerando a Agenda 2030 das Nações Unidas, analise os objetivos a seguir.
I. Acabar com a pobreza em todas as suas formas, em todos os lugares e alcançar a igualdade de gênero e empoderar todas as mulheres e meninas. II. Assegurar a educação inclusiva e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos, bem como construir infraestruturas resilientes, promover a industrialização inclusiva e sustentável e fomentar a inovação. III Proteger, recuperar e promover o uso sustentável dos ecossistemas terrestres, gerir de forma sustentável as florestas, combater a desertificação, deter e reverter a degradação da terra e deter a perda de biodiversidade e também assegurar padrões de produção e de consumo sustentáveis.
Está correto o que se afirma em:
  • A somente I;
  • B somente II;
  • C somente l e II;
  • D somente lI e III;
  • E I,II e III.
42
A Declaração Universal dos Direitos Humanos tem como um dos seus objetivos o reconhecimento da dignidade inerente a todos os membros da família humana e de seus direitos iguais e inalienáveis sendo o fundamento da liberdade, da justiça e da paz no mundo.

Considerando o texto aprovado pela Assembleia Geral das Nações Unidas (Resolução n° 217-A, III), em 10 de dezembro de 1948, é correto afirmar que:
  • A as férias remuneradas e periódicas não fazem parte do direito ao repouso e ao lazer;
  • B poderá haver casamento válido sem o consentimento livre dos nubentes, desde que previsto em norma legal;
  • C caberá ao Estado a prioridade de direito na escolha do gênero de instrução que será ministrada a seus filhos;
  • D todo ser humano tem direito a receber dos tribunais nacionais competentes remédio efetivo para os atos que violem os direitos fundamentais que lhe sejam reconhecidos pela Constituição ou pela lei;
  • E todo ser humano, vítima de perseguição, tem o direito de procurar e de gozar asilo em outros países, mesmo em caso de perseguição legitimamente motivada por crimes de direito comum ou por atos contrários aos objetivos e princípios das Nações Unidas.
43
O documento Princípios de Yogyakarta, que trata da aplicação de normas de direitos humanos a questões de orientação sexual e identidade de gênero, preconiza que:
"1. Todos os seres humanos nascem livres e iguais em dignidade e direitos, Os seres humanos de todas as orientações sexuais e identidades de gênero têm o direito de desfrutar plenamente de todos os direitos humanos". Considerando tal enunciado, é correto afirmar diante dos Princípios de Bangalore sobre conduta judicial:
  • A  no caso de divergência entre o nome social e o nome constante do registro civil, o magistrado deve utilizar o prenome registrado nos documentos oficiais, para se dirigir à parte ou testemunha durante a audiência, pois o uso do que consta do documento oficial determina o que é ser imparcial;
  • B no caso de divergência entre o nome social e o nome constante do registro civil, o magistrado deve utilizar o nome social para se dirigir à parte ou testemunha durante a audiência, pois deve reconhecer e compreender a diversidade na sociedade;
  • C em audiência, é facultativo ao magistrado utilizar o nome social ou o nome constante no registro civil da parte ou testemunha, conforme sua percepção, observadas as máximas da experiência, e assim proceder no julgamento do caso;
  • D em audiência, é facultativo ao magistrado utilizar o gênero que, na sua avaliação, melhor se adequar à pessoa interlocutora, observadas as máximas da experiência, e assim proceder no julgamento do caso;
  • E o magistrado deverá utilizar apenas os dados já incluídos no cadastramento inicial do processo eletrônico, imparcialmente, e a insistência do advogado no uso do nome social da parte ou testemunha enseja reprimenda por quem preside a audiência.
44
A empregada, que sofreu paralisia cerebral na infância e ficou com graves sequelas quanto ao funcionamento de seus membros inferiores, foi contratada pelo banco "em vaga para pessoa com deficiência" . No decorrer do contrato de trabalho, o banco alterou o local de prestação de serviços para uma agência a vinte quilômetro de distância da sua residência da trabalhadora, o que passou a ensejar baldeações em ônibus e metrô, tornando mais longo e difícil seu deslocamento. A empregada ingressa com reclamação trabalhista e pede alteração do local de trabalho para uma agência próxima de sua residência, para a qual conseguisse se deslocar sozinha com menos tempo e menor dificuldade. O banco afirma que o atual local de trabalho atende aos requisitos de acessibilidade, recusando-se a alterar a lotação da reclamante para uma agência mais próxima. 

Uma solução atenta aos direitos da pessoa com deficiência consideraria:
  • A o pedido improcedente por não existir direito subjetivo s trabalhar em um local próximo de sua residência;
  • B não caber ao Poder judiciário interferir no âmbito do poder diretivo do empregador, que determina com exclusividade a forma de execução do contrato de trabalho;
  • C não reconhecer o direito, pois atender às medidas adaptativas pode ter o efeito inverso de ampliar a discriminação contra as pessoas com deficiência;
  • D o pedido improcedente, pois constituiria conduta discriminatória em relação aos demais colegas de trabalho, inclusive outras pessoas com deficiência;
  • E que a alteração do local de trabalho da reclamante para uma agência de acesso mais fácil equivaleria à adaptação razoável, pois leva em conta a especificidade de seu caso concreto e não gera carga excessiva ou desproporcional ao empregador.
45
Segundo dados da Pesquisa Nacional por Amostra de Domicílios Continua (Pnad Contínua), realizada pelo Instituto Brasileiro de Geografia e Estatística (IBGE), no segundo trimestre de 2022, enquanto os homens não negros (= brancos + amarelos + indígenas) receberam a remuneração mensal média de R$ 3.708,00, as mulheres não negras (= brancas + amarelas + indígenas) receberam R$ 2.774,00, os homens negros (= negros + pardos) receberam R$ 2.142,00 e as mulheres negras (= negras + pardas), R$ 1.715,00. Com base nesses dados, é correto afirmar que:
  • A a igualdade salarial entre homens e mulheres não é objeto de convenções internacionais de direitos humanos;
  • B as diferenças de remuneração são resultantes de escolas pessoais quanto aos estudos e à profissão escolhida ao longo das gerações e, por isso, não importam aos direitos humanos sociais;
  • C as desigualdades no mercado de trabalho vão se diluir com o decorrer do tempo em razão do principio da igualdade formal e, por isso, não há necessidade de outros mecanismos jurídicos para enfrentá-las;
  • D as diferenças de remuneração apenas refletem o número de horas trabalhadas por integrantes de cada um grupo social, o que demostra o mérito de cada um, afastado a legitimidade de políticas especiais e ações afirmativas;
  • E a desigualdade salarial pode ser melhor compreendida a partir do conceito da discriminação múltipla ou agravada que encontra fundamento na Convenção Interamericana contra o Racismo, a Discriminação Racial e Formas Correlatas de Intolerância.
46

O Decreto nº 5.687/2006, que promulga a Convenção das Nações Unidas contra a Corrupção, adotada pela Assembleia-Geral das Nações Unidas, dispõe que cada Estado Parte, em conformidade com os princípios fundamentais de seu ordenamento jurídico, garantirá a existência de um ou mais órgãos encarregados de prevenir a corrupção.
Neste contexto, de acordo com a citada Convenção, assinale a afirmativa incorreta.

  • A O(s) órgão(s) de prevenção à corrupção deve(m) adotar medidas como o aumento e a difusão dos conhecimentos em matéria de prevenção da corrupção.
  • B Cada Estado Parte comunicará ao Secretário Geral das Nações Unidas o nome e a direção da(s) autoridade(s) que possa(m) ajudar a outros Estados Partes a formular e aplicar medidas concretas de prevenção da corrupção.
  • C O(s) órgão(s) de prevenção à corrupção deve(m) submeter suas ações e programas previamente a órgão judicial, para ampliar o debate e a legitimidade da política pública de combate à corrupção.
  • D Cada Estado Parte deve proporcionar ao órgão ou aos órgãos de prevenção à corrupção os recursos materiais e o pessoal especializado que sejam necessários, assim como a capacitação que tal pessoal possa requerer para o desempenho de suas funções.
  • E Cada Estado Parte outorgará ao órgão ou aos órgãos de prevenção à corrupção a independência necessária, de conformidade com os princípios fundamentais de seu ordenamento jurídico, para que possam desempenhar suas funções de maneira eficaz e sem nenhuma influência indevida.
47

Em uma gincana jurídica, foi exigido dos grupos em disputa que apresentassem os elementos essenciais dos Direitos Humanos.
O grupo Alfa sustentou que são considerados Direitos Humanos apenas aqueles direitos reconhecidos como tais pela ordem jurídica de cada Estado soberano, de modo que a força possa estar a serviço do direito.
O grupo Beta sustentou que os Direitos Humanos, por imperativo de eficiência, devem ser compreendidos a partir de um referencial de divisibilidade, organizando-se de modo hierarquizado suas distintas partes, principiando pela liberdade e estendendo-se às demais.
O grupo Teta, por sua vez, manifestou-se no sentido de que os Direitos Humanos são sempre contextualizados no âmbito de determinado Estado soberano, surgindo e se desenvolvendo sob influência exclusiva da base de valores ali existentes.
À luz do conceito e da fundamentação dos Direitos Humanos, está correto afirmar que

  • A todos os grupos estão corretos.
  • B todos os grupos estão errados.
  • C apenas o grupo Alfa está correto.
  • D apenas os grupos Alfa e Beta estão corretos.
  • E apenas os grupos Beta e Teta estão corretos.
48

O Presidente da República, representando a República Federativa do Brasil, assinou um tratado internacional de proteção aos Direitos Humanos.
Ao tomar conhecimento desse fato, Maria, estudante de Direito, questionou seu professor a respeito da posição do referido tratado em relação à ordem constitucional brasileira.
O professor respondeu corretamente que, nas circunstâncias indicadas,

  • A todos os tratados de Direitos Humanos, que venham a ser aprovados em cada casa do Congresso Nacional, terão a natureza jurídica equivalente à de lei ordinária.
  • B todos os tratados de Direitos Humanos, uma vez assinados pelo Presidente da República, produzem efeitos imediatos no território brasileiro, tendo natureza jurídica equivalente à de lei ordinária.
  • C todos os tratados de Direitos Humanos, uma vez assinados pelo Presidente da República, produzem efeitos imediatos no território brasileiro, tendo a natureza jurídica equivalente à de emenda constitucional.
  • D os tratados de Direitos Humanos que venham a ser aprovados em cada casa do Congresso Nacional, em dois turnos de votação, por maioria absoluta dos votos dos respectivos membros, terão natureza jurídica equivalente à de emenda constitucional.
  • E os tratados de Direitos Humanos que venham a ser aprovados em cada casa do Congresso Nacional, em dois turnos de votação, por uma maioria qualificada de três quintos dos votos dos respectivos membros, terão natureza jurídica equivalente à de emenda constitucional.
49

Determinado agente público, ao interpretar a Convenção Contra a Tortura e Outros Tratamentos ou Penas Cruéis, Desumanos ou Degradantes, afirmou que a sua organicidade interna impedia a sua interpretação fragmentada, permeada por normas do direito interno.
A partir dessa premissa, concluiu que a legislação nacional, quando veicula comandos de contornos mais amplos, deve ser preterida, já que a combinatória de normas, ainda que mais favorável à pessoa humana, romperia com o equilíbrio do sistema e conduziria a resultados absurdos.

É correto afirmar que a conclusão do agente público

  • A está correta, sendo expressamente acolhida pela Convenção.
  • B está incorreta, sendo expressamente rechaçada pela Convenção.
  • C está incorreta, considerando a preeminência das normas internas sobre o Direito Internacional.
  • D está correta, considerando a preeminência do direito internacional sobre as normas internas.
  • E somente não é correta, por expressa previsão da Convenção, caso as normas internas tenham estatura constitucional.
50

Maria, Secretária de Estado do Sistema Prisional do Estado Alfa, solicitou que sua assessoria indicasse os balizamentos a serem observados na utilização de armamentos menos letais no âmbito do sistema prisional, considerando os termos da Recomendação nº 12/2020 do Conselho Nacional dos Direitos Humanos (CNDH).

A assessoria observou que

I. os vinte e seis Estados devem editar atos normativos regulamentando o emprego de armamentos menos letais, pelos agentes de segurança em serviço nas unidades do sistema prisional;
II. esses regulamentos devem ser de acesso restrito, de modo a evitar rupturas na segurança;
III. devem ser objeto de registro circunstanciado e motivado todos os eventos que envolverem o seu emprego, ainda que não resultem em lesões corporais ou morte; e
IV. deve ser aconselhado, em todas as circunstâncias, o uso, nas galerias das unidades prisionais, de bombas de efeito moral e de luz e som.

Estão corretas as observações

  • A II, III e IV, apenas.
  • B I e III, apenas.
  • C II e IV, apenas.
  • D I, II e III, apenas.
  • E I, II, III e IV.
51

Maria, presidente da Associação das Pessoas com Deficiência do Estado Alfa, travou intenso debate com um representante do governo federal a respeito da existência de uma faculdade ou de um dever jurídico na promoção de medidas de conscientização da sociedade a respeito dessa camada da população, estimulando a observância aos seus direitos, combatendo estereótipos e ressaltando suas contribuições e capacidades.

Ao final, concluíram corretamente que se está perante

  • A um dever jurídico previsto em norma internacional e que foi incorporado à ordem jurídica interna com o status de norma legal, incluindo ainda o dever de lançar e dar continuidade a campanhas publicitárias de conscientização.
  • B um dever jurídico previsto em norma internacional e que foi incorporado à ordem jurídica interna com o status de norma constitucional, incluindo ainda o dever de fomentar o respeito a essas pessoas em todos os níveis de educação.
  • C um dever jurídico previsto em norma internacional e que foi incorporado à ordem jurídica interna com o status de norma supralegal, mas infraconstitucional, incluindo ainda o dever de favorecer atitudes receptivas em relação a essas pessoas.
  • D uma faculdade jurídica sujeita à avaliação política das maiorias ocasionais, que não decorre de compromissos internacionais assumidos pelo Estado brasileiro, mas, sim, da necessidade mais ampla de proteção da dignidade humana.
  • E uma faculdade jurídica contemplada em norma internacional, que deve ser implementada em conjunto pelos Estadospartes, de modo que possam alcançar padrões universais uniformes de proteção às pessoas com deficiência.
52

Joana, ativista dos Direitos Humanos, consultou um advogado a respeito dos efeitos da sentença proferida pela Corte Interamericana de Direitos Humanos (CIDH), no “Caso Favela Nova Brasília vs. Brasil”, mais especificamente se permaneciam adstritos ao caso concreto, que envolvia os órgãos de segurança pública do Estado do Rio de Janeiro, ou se assumiam contornos mais amplos.

O advogado respondeu corretamente que a decisão da CIDH

  • A somente produziu efeitos em relação ao caso concreto, não alcançando a segurança pública como um todo, a exemplo da imposição de obrigações de caráter geral ao Estado brasileiro.
  • B somente produziu efeitos pecuniários, relacionados ao caso concreto, não alcançando a segurança pública como um todo, de modo a impor obrigações de caráter geral ao Estado brasileiro.
  • C produziu efeitos em relação ao caso concreto e à segurança pública como um todo, sendo determinado ao Estado brasileiro que altere o regime jurídico dos órgãos de segurança pública brasileiros.
  • D produziu efeitos em relação ao caso concreto e a outros aspectos da segurança pública, sendo determinado ao Estado brasileiro que publique relatórios com mortes resultantes de operações policiais em todo o país.
  • E produziu efeitos em relação ao caso concreto e à segurança pública como um todo, sendo definidas, de modo detalhado, as situações em que podem ser utilizados helicópteros e armas de fogo em operações policiais.
53

A Convenção das Nações Unidas contra a Corrupção, internalizada no Brasil por meio do Decreto nº 5.687/2006, será aplicada, em conformidade com suas disposições, à prevenção, à investigação e à instrução judicial da corrupção e do embargo preventivo, da apreensão, do confisco e da restituição do produto de delitos identificados de acordo com aquela Convenção.
De acordo com a citada Convenção, para sua aplicação, a menos que contenha uma disposição em contrário:

  • A não será necessário que os delitos enunciados nela produzam dano ou prejuízo patrimonial ao Estado;
  • B será imprescindível que os atos ilícitos enunciados nela produzam dano ou prejuízo patrimonial ao Estado, qualquer que seja o montante;
  • C será imprescindível que os atos ilícitos enunciados nela produzam dano ao erário da União, qualquer que seja o montante;
  • D não será necessário que os atos ilícitos enunciados nela produzam dano material efetivo ao Estado, mas é imprescindível a ocorrência de dano moral coletivo;
  • E será imprescindível que os atos ilícitos enunciados nela produzam dano ou prejuízo patrimonial significativo ao Estado, assim entendido como superior a quarenta salários mínimos.
54

Em tema de medidas preventivas à corrupção, a Convenção das Nações Unidas contra a Corrupção, promulgada por meio do Decreto nº 5.687/2006, estabelece que cada Estado Parte adotará medidas adequadas, no limite de suas possibilidades e em conformidade com os princípios fundamentais de sua legislação interna, para:

  • A estabelecer sistemas apropriados de contratação pública, baseados na transparência, na competência e em critérios subjetivos de adoção de decisões, que sejam eficazes, entre outras coisas, para prevenir a corrupção em licitações e contratos administrativos;
  • B limitar a transparência proporcionalmente em sua administração pública, com o objetivo de diminuir o risco de oferecimento de propina ao gestor público e promover a simplificação dos procedimentos administrativos, para facilitar o acesso do público às autoridades encarregadas da adoção de decisões;
  • C promover a integridade, a honestidade e a responsabilidade entre seus funcionários públicos, assim como aplicar, em seus próprios ordenamentos institucionais e jurídicos, códigos ou normas de conduta para o correto, honroso e devido cumprimento das funções públicas, mediante imposição de sanções administrativas aos infratores, desde que precedida de decisão judicial;
  • D fomentar a participação ativa de pessoas e grupos que não pertençam ao setor público, como a sociedade civil, as organizações não governamentais e as organizações com base na comunidade, na prevenção e na luta contra a corrupção, e para sensibilizar a opinião pública a respeito da existência, das causas e da gravidade da corrupção, assim como da ameaça que esta representa;
  • E garantir a existência de um único órgão, encarregado de prevenir a corrupção com medidas tais como a formulação, a aplicação e a manutenção em vigor de políticas coordenadas e eficazes contra a corrupção que promovam a participação da sociedade e reflitam os princípios do estado de direito, a devida gestão dos assuntos e bens públicos, a integridade, a transparência e a obrigação de render contas.
55

O Decreto nº 3.678/2000 promulgou no ordenamento jurídico brasileiro a Convenção sobre o Combate da Corrupção de Funcionários Públicos Estrangeiros em Transações Comerciais Internacionais. A corrupção de um funcionário público estrangeiro deverá ser punível com penas criminais efetivas, proporcionais e dissuasivas.
Nesse contexto, consoante dispõe a citada convenção, em relação a esse tipo de ato de corrupção:

  • A a responsabilidade criminal prevista no sistema jurídico da Parte deve necessariamente se aplicar a pessoas jurídicas, em qualquer crime de corrupção praticado ou com a participação de funcionário público estrangeiro;
  • B cada Parte deverá, sem prejuízo das sanções penais, impor sanções civis e administrativas adicionais ao funcionário público estrangeiro envolvido em corrupção, devendo o país de origem ser informado se não houver efetivo ressarcimento ao erário, para fins de colaboração e tentativa de se alcançar os bens patrimoniais do infrator no exterior;
  • C a extensão das penas do funcionário público estrangeiro deverá ser comparável àquela aplicada à corrupção do próprio funcionário público da Parte e, em caso de pessoas físicas, deverá incluir a privação da liberdade por período suficiente a permitir a efetiva assistência jurídica recíproca e a extradição;
  • D cada Parte deverá tomar todas as medidas necessárias a garantir que o suborno e o produto da corrupção de um funcionário público estrangeiro, ou o valor dos bens correspondentes a tal produto, estejam sujeitos a retenção e confisco e que lhe sejam aplicadas sanções financeiras de efeito equivalente a, no mínimo, o dobro da vantagem ilícita auferida;
  • E a investigação e a abertura de processo por corrupção de um funcionário público estrangeiro estarão sujeitas às regras e aos princípios aplicáveis de cada Parte e serão influenciadas por considerações de interesse econômico nacional, pelo efeito potencial sobre as relações com outros Estados ou pela identidade de pessoas físicas ou jurídicas envolvidas.