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Assinatura do Candidato: ________________________________________________
UFRN – Exame de Proficiência 2015_2 – Inglês
As questões de 01 a 05, cujas respostas deverão ser redigidas EM PORTUGUÊS, referem -se
ao texto abaixo.
The Development of Human Capacity in Malawi:
The Role of Science and Technology
Dorothy Nampota,
Jeff Thompson
Felicity Wikeley
The development of human capacity in science and technology has been high on the agenda of
almost all developing countries for many decades. This is in response to widespread evidence
from developed countries and, more recently, from experiences with the East Asian Tiger
economies, of the positive relationship that exists between science and technology and
development (Caillods et al. 1996). In the twenty-first century, this determination is further
increased by two pressing needs. The first – and perhaps most important – of these is the
escalation of poverty in these countries (Watson et al. 2003; UNDP 2003). The second is the
current information and communication revolution with its subsequent globalizatio n effects.
The link between human development and poverty reduction is now rarely questioned. In the
1950s, development was associated with economic growth and was consequently measured by
Gross National Product (GNP) per capita. The argument was that eco nomic growth would result in
structural and social change, industrialization and, consequently, improvement in the living
standards of the people (Dwivedi 1994). In the 1960s, however, it was observed that while
economic growth had led to prosperity in som e societies of the world, in the majority, ‘‘poverty,
disease and hunger had either worsened or remained unaltered .’’
Hence, a summary conclusion could be that science and technology have influenced people’s
lives for the better in aspects such as food s ecurity, health, energy, clean water and sanitation. In
addition, science and technology have contributed to the increased economic growth that has led
to high GNP per capita in many countries. In reality, however, this influence has not been spread
evenly across the different regions and countries of the world. There are many people starving
today, while at the same time well-established but controllable diseases continue to threaten
peoples’ lives in most countries of the developing world. In addition, th ese countries continue to
be characterized by massive environmental degradation and low GNP (UNDP 2003).
Malawi is a landlocked country in Sub-Saharan Africa with a total surface area of 118,480 km of
which the fresh-water Lake Malawi accounts for 24,000 (CIA 2003). The poverty indicators for the
country are not encouraging, partly as a result of the geographic and economic characteristics
described. These indicators, of course, tend to be averages and possibly hide the acuteness of
the hardships experienced by poor households. For example, the country is currently ranked 164
out of 174 countries on the HDI. An estimated 65.3% of the population live below the poverty line
and over 80% depend on agriculture for their livelihoods (Malawi Government 2002).
Due to the country’s accelerating poverty rate, the Government of Malawi has revived its
commitment to science and technology. Its recent policy measures in this regard began with the
Vision 2020 initiative. Launched in 1997, the aim behind the initiative wa s to change Malawi’s
economic base from a reliance on physical labor to a ‘‘technologically driven economy’’ (Malawi
Government 1999b) by developing human capacity in the field of science and technology. This
vision is reflected in the recently developed N ational Science and Technology Policy paper
(Malawi Government 2001). This paper argues that the country needs to make better use of the
few natural resources at its disposal as one means of reducing poverty. As part of the poverty
reduction strategy polic y, it also calls for the development of indigenous science and technology,
and the utilization of indigenous science and technology approaches already in use elsewhere,
both of which require skilled scientists and technologists. The policy strategies to ac hieve this
goal include expanding university education, ‘‘especially in the scientific, engineering and
technological fields’’ (p. 22), as well as establishing and expanding postgraduate programs.
UFRN – Exame de Proficiência 2015_2 – Inglês – Ciências Humanas e Sociais
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The strategies inherent in Vision 2020, the Science and Te chnology Policy paper and the PRSP
are reflected in the Policy and Investment Framework – a policy document for the education
sector. A review of the education sector, however, reveals a number of challenges and
opportunities that have an impact on the suc cess of human capital development strategies in the
field of science and technology that could potentially reduce poverty.
The Malawi Poverty Reduction and Strategy Paper (PRSP), which is the government’s blueprint
for poverty reduction, also echoes the n eed to increase human capacity in the field of science and
technology (Malawi Government, 2002). In addition to sustainable governance, human capital
development is one of the four pillars upon which the PRSP is built. Science and technology
arguably affect all four of these pillars. The paper argues for the expansion of both undergraduate
and postgraduate science and technology programs. Additionally, the PRSP calls for the quality
and relevance of secondary science education to be improved through providi ng adequate
teaching and learning resources and reviewing the curriculum.
International Review of Education (2009) 55:59 –74
Disponível em: <http://www.periodicos.capes.gov.br/ >. Acesso em: 20 jun. 2015.
UFRN – Exame de Proficiência 2015_2 – Inglês – Ciências Humanas e Sociais
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Questão 1
Segundo o texto, quais os dois fatos que mais claramente indicam existir uma relação positiva
entre ciência e tecnologia e desenvolvimento?
Espaço para Resposta
Questão 2
Que argumento era utilizado para que, nos anos 50, desenvolvi mento fosse associado com
crescimento econômico e consequentemente medido através do Produto Interno Bruto per
capita?
Espaço para Resposta
UFRN – Exame de Proficiência 2015_2 – Inglês – Ciências Humanas e Sociais
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Questão 3
Qual era o objetivo do Programa Visão 2020 do Governo do Malawi?
Espaço para Resposta
Questão 4
O que buscava o Plano Estratégico de Redução da pobreza do governo do Malawi?
Espaço para Resposta
UFRN – Exame de Proficiência 2015_2 – Inglês – Ciências Humanas e Sociais
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Questão 5
 Traduza o fragmento textual abaixo no espaço reservado para isso.
 Seu texto deverá apresentar clareza e estar bem articulado tanto em termos estruturais
quanto de sentido.
”Science and technology have influenced people’s lives for the better in aspects such
as food security, health, energy, clean water and sanitation. In addition, science and
technology have contributed to the increased economic growth that has led to high GNP
per capita in many countries. In reality, however, this influence has not been spread
evenly across the different regions and countries of the world. There are many people
starving today, while at the same time wel l-established but controllable diseases
continue to threaten peoples’ lives in most countries of the developing world.”
ESPAÇO DESTINADO AO TEXTO DEFINITIVO
UFRN – Exame de Proficiência 2015_2 – Inglês – Ciências Humanas e Sociais
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