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Texto 1
Government row over ban on extremist speakers on university campuses
Tories and Lib Dems argue over proposed free speech guidelines at centres of learning in wake of claims about former
Westminster University student Mohammed Emwazi
A coalition row about limiting free speech on university campuses to ban hate preachers has broken out
with the Tories saying their default position is now that any extremist speaker should be banned, given
the potential damage they can do. The Liberal Democrat position, meanwhile, is that the debate should
go ahead as long as it is well chaired. The row about free speech at universities has erupted in the wake
of the evidence that Mohammed Emwazi – the Islamic State extremist known as Jihadi John – may
have been radicalised at Westminster University in London. Discussing the state of the free speech
debate inside the coalition, Shapps told Sky News: “Yes there is a difference. The Conservatives think
there needs to be proper, decent, tough rules that don’t ban free speech, but do ban preaching death.” In
the Sunday Times, the home secretary, Theresa May warned: “If colleges and universities did not
realise before what we are up against they should now. We are not talking about regulating legitimate
debate – we’re saying we need to do more to stop radicalisation on campus.”
University professors decry Theresa May’s campus anti-terrorism bill
Academics voice concerns over ‘draconian’ measures, while peers are forced to abandon effort to revive ‘snooper’s charter’
More than 500 university professors have urged the home secretary, Theresa May, to urgently rethink
her proposals to curb campus extremists. In a letter to the Guardian, the professors say May’s proposed
counter-terror legislation is “unnecessary and ill-conceived” and that urgent steps need to be taken to
ensure that academic freedom remains uncompromised by efforts to tackle extremism in Britain. May’s
counter-terror plan would see a legal duty placed on academics to prevent students being drawn into
terrorism and require the speeches of visiting speakers to be vetted in advance. The home secretary
faces a key vote on the plan on Tuesday in the House of Lords, where she has already been warned by a
wide spectrum of peers, including a former head of MI5*, that they cannot support the plans. Lady
Manningham-Buller, the former director-general of the security service, has warned the home secretary
that banning non-violent extremist views from campuses will clash with the duty of universities to
protect free speech.
*Military Intelligence, Section 5
Fonte: Adaptado de: http://www.theguardian.com/politics/2015/mar/01/government-row-over-limiting-free-speech-on-universitycampuses http://www.theguardian.com/uk-news/2015/feb/03/professors-letter-protest-counter-terrorism-campuses.
Acesso em: 18 março 2015
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RESPONDA ÀS QUESTÕES CONFORME INFORMAÇÕES CONTIDAS NOS TEXTOS.
QUESTÃO 1
É correto afirmar que:
(A) Os dois textos apresentam pontos-de-vista convergentes.
(B) Os dois textos tratam do mesmo assunto.
(C) Os professores universitários britânicos compartilham a visão dos Tories.
(D) Existe um consenso em relação ao veto a discursos extremistas.
QUESTÃO 2
A polêmica gerada nos campi universitários insurgiu, principalmente, a partir:
(A) das divergências entre os partidos Conservador e Liberal.
(B) do discurso oposicionista dos acadêmicos.
(C) da evidência de radicalização nos campi.
(D) da oposição do Partido Conservador à nova Lei.
QUESTÃO 3
Analise as seguintes informações:
I. argue, decry e curb são, respectivamente, sinônimos de row, criticize e control.
II. meanwhile em The Liberal Democrat position, meanwhile (...) introduz uma posição oposta a
uma outra, previamente mencionada.
III. as long as em (...) as long as it is well chaired indica “apesar de ser bem presidido”.
IV. proper, decent e tough em (...) proper, decent, tough rules (...) descrevem os Conservadores.
São VERDADEIRAS:
(A) I, II e IV.
(B) apenas I e II.
(C) II, III e IV.
(D) apenas I.
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QUESTÃO 4
Explique a proposta da Secretária do Interior Thereza May.
A secretária do Interior Thereza May propõe um plano contraterrorista que controle, dentre outros
assuntos, a liberdade acadêmica no sentido de se investigar, com antecedência, os discursos de
palestrantes visitantes. Com o objetivo de conter a radicalização nas universidades, a Secretária
propõe o veto ao discurso extremista nos campi britânicos e o dever legal dos professores de prevenir
a cooptação dos alunos pelo terrorismo.
QUESTÃO 5
Resuma os argumentos dos dois partidos sobre as restrições previstas na nova Lei
Contraterrorista.
Os Tories (Conservadores) defendem o veto ao discurso extremista devido ao potencial dano que o
mesmo pode causar. Eles acreditam que deve haver regras adequadas, decentes e rigorosas que não
vetem a liberdade de expressão, mas vetem a “pregação da morte”. Já a posição dos Lib-Dem
(Liberais Democratas) é que o debate deve seguir adiante, desde que seja bem presidido. Eles não
apoiam o plano e afirmam que o veto ao discurso extremista fere o dever das universidades de
proteger a liberdade de expressão nos campi.
Texto 2
Liberal Arts for the Twenty-First Century
Tortured by vocationalism, charges of irrelevance, erosion of standard, declining enrollments, calcified
faculty, and lack of coordination, the current liberal arts paradigm seems to be disintegrating. And
truly, our students, who will be asked to manage the most complex century in history, are not well
served by what we now offer.
Our current degree was predicated on a specialized social state, an expanding industrial base, and the
belief that plentiful resources existed to create a materialist state. Technologists and scientists would
create the material means, social scientists would manage society, and humanists would handle the
community’s spiritual matters. We still organize liberal arts programs as though this specialized world
existed or could exist. It does not and it cannot.
Tomorrow’s graduate enter the postindustrial age; they face global energy and resource depletion, a
cancer scourge induced by various types of pollution, and a world in which one billion people live in
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absolute poverty. The technological dream recedes each year. Ecologists predict almost unanimously
that by the beginning of the 21st century humans will exterminate 20 percent of all fellow species alive
on the planet in 1975. Computers and robotics will replace more human labor than have all history’s
tools combined. One-fourth of all nations on the planet are currently at war and have been for a decade.
Are our specialized social managers faring any better than the technologists?
Individuals clamor ever louder for human rights, empowerment, and creative expression while the arts
and humanities are largely viewed as irrelevant. Are we becoming either more human or humane?
These are the salient facts, the problems and parameters of the world our graduates must manage. The
present liberal arts degree does not provide the thinking skills and necessary knowledge to make wide
decisions for this emerging world because it suffers from three flaws.
1.
Liberal arts is changing faster than ever, but not fast enough to accommodate the increasing
pace of history. We cannot make ideas run the gauntlet of centuries before admitting them to academia.
This is not a call to teach trendy, contemporary writers instead of Shakespeare, Fritjof Capra
instead of Plato. It is a call to account for major changes in the human condition – our
relationship to nature, technology, and ourselves – that have occurred during the last thirty
years, changes backlogged in the liberal arts´ waiting room.
This flaw results in the “unemployability” of many graduates: Their education is largely irrelevant to
the concerns of contemporary society. The other practical justification of liberal arts – that it creates
well informed citizens – is also suspect.
The second and third flaws relate directly to what has been the proudest, most long-standing claim of
the liberal arts: that it provides a broad education that prepares one to focus on a variety of specific
problems. We claim – more loudly as enrollments decline – that we train students to be educationally
self-sufficient by providing the ability to grasp the overall nature of problems and a variety of tools to
solve them and that liberal arts provides the essential knowledge an educated person must have of his
or her age. Yet, in practice we edge reluctantly toward this integrative vision and delay in offering the
necessary knowledge for wise decision making.
2.
Liberal arts has neither accepted technology as an extension of the human brain nor has it done
its traditional job of synthetizing the expanding world of knowledge. Many humanists still treat
technology as though it were an alien invader and proceed by fists and starts. For instance, we
encourage computer literacy and train technologists before we have figured out how to train them to be
ethically literate.
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3.
The liberal arts are neither bankrupt nor lazy. It was easy to debate, clarify, standardize, and
integrate learning when universities spend two hundred years debating the medieval angelology or fifty
years debating evolution. In the last thirty years, by contrast, we have explored space, created life
artificially, whisked from heavy industry to silicon chip, and seen more lives appear on earth than
during the entire medieval age. More writers, artists, and theorists with more variety of ideas walk the
planet than ever before. In short, we are creating the past faster than ever and the sum of what
humankind has learned – both technologically and in the realm of ideas – is becoming ever more
lopsided in favor of the recent past. Liberal arts education needs to catch up.
Fonte: Adaptado de: “Liberal Arts for the Twenty-First Century,” M. Garret Bauman, Journal of Higher Education, Vol. 58, No. 1
(Jan./Feb. 1987), in Numrich, C., 1994. Raise The Issues, An Integrated Approach to Critical Thinking, Unit 3. p. 52-3, Longman: New
York, NY.
QUESTÃO 6
Entre fatos e opiniões, o autor afirma que o programa atual do Curso de Artes Liberais:
(A) É complexo, porém flexível e abrangente.
(B) É um modelo integralizado.
(C) Baseou-se em um modelo social especializado e segmentado.
(D) Provê o pensamento crítico.
QUESTÃO 7
Analise as seguintes informações:
I. Os ecologistas divergem em suas previsões para o século 21.
II. Os tecnólogos, os cientistas sociais e os humanistas lidam com áreas especializadas distintas.
III. Os diplomados de amanhã terão mais recursos e energia global para atuarem.
IV. Um quarto das nações mundiais continua em guerra.
(A) Apenas IV está correta.
(B) Todas estão corretas.
(C) Apenas I e II estão corretas.
(D) Todas estão incorretas.
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QUESTÃO 8
No trecho em negrito, no 5º parágrafo, o autor ressalta:
(A) As tendências da filosofia e da literatura contemporâneas.
(B) O acúmulo das grandes mudanças na condição humana, não processadas pelas Artes
Liberais.
(C) A importância de se ensinar sobre autores contemporâneos ao invés dos clássicos.
(D) As grandes ideias, ao longo dos séculos, acolhidas pela academia.
QUESTÃO 9
O autor apresenta e contesta várias alegações favoráveis do Curso de Artes Liberais. Mencione 2
(duas) - no mínimo - incluindo a contraposição do autor.
1) O programa atual do curso de artes liberais não provê aos alunos habilidades ou conhecimentos
necessários para tomada inteligente de decisões em um dos séculos mais complexos da história; 2) O
programa não se adaptou as grandes mudanças da condição humana; 3) Embora uma das
alegações seja em relação ao preparo educacional ampliado dos alunos para a solução de problemas
específicos, conforme faixa etária, isso não acontece na prática; 4) Outra alegação é a de que o
curso treina alunos para serem autossuficientes via desenvolvimento de habilidades que
compreendem a natureza dos problemas e, assim, o curso fornece uma variedade de ferramentas
para a solução dos mesmos. Na prática, essa visão integrativa não se realiza; 5) O curso está
defasado em relação aos fatos e as rápidas mudanças na história.
QUESTÃO 10
Explique a relação Artes Liberais e Tecnologia.
O Curso de artes liberais nem aceitou a tecnologia como uma extensão da atividade intelectual
humana e nem conseguiu executar o trabalho de juntar o mundo do conhecimento em expansão.
Muitos humanistas tratam a tecnologia como se fosse um alienígena invasor. Como exemplo, o
autor cita que os tecnólogos são estimulados e treinados em habilidades técnicas de computação,
mas ainda não se descobriu como treiná-los em habilidades éticas.
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