Fuvest 2019: see proof of Portuguese and second-phase writing | County Dublin Hotels

See the Portuguese Proof and the Writing of the Second Phase of Fuvest

& amp; Writing review of Fuvest 2019 focused on the theme "The importance of the past for understanding the present". According to the candidates who left the place of the proofs, the justifying texts demonstrated the importance of the work of the historians.

"With the 2018 debates on the fire of the National Museum in Rio de Janeiro, we can not face the theme proposed by Fuvest 2019 as a total surprise"

PHOTOS: 2nd phase of Fuvest 2019 ce Sunday

commented Vivian Cintra, coordinator of the writing of the polyhedron course. "By questioning" the importance of the past for the understanding of the present ", the banking sector raises, among other things, a reflection on the role of memory for society."

For the professor, the theme "refers us to another draft proposal already submitted by Fuvest, in 2010, concerning the process of constructing images". "So we hope that the student will not only discuss the past or the present, but will consider the relevance of one for the other, in an badytical way, by positioning oneself without moral judgment. "

The proof of Portuguese already required the knowledge in figures of the language, of the direct and indirect speech and of the interpretation of the text.

The part of the literature had a problem in comparing the books "Memories of the Apostles of Brás Cubas" and "Vida de Menina". The question related to Bras Cubas 'description of parents to the description given by Helena (The Character of the Girl's Life), which compares her parents to the characters' view from a patriarchal and matriarchal perspective. The father of Brás Cubas is "God on Earth" for the narrator, while Helena has her mother "Our Lady on Earth".

The candidate is invited to write a prose memoir entitled "How the past contributes to the understanding of the present", with the help of a collection of five supporting texts.

Professor Viviani Xanthakos, of the College and Course on Objectives, said the test required a pragmatic knowledge of the candidate. "Besides the pragmatic knowledge transmitted through the ages, cultural and moral improvement would also be linked to the learning of past events." Another possible approach would be the absence of public policies for the preservation of the national historical heritage, such as monuments, institutions and museums. "

According to Viviani," the vestibulando should choose arguments to defend his thesis, arguing necessarily on the importance of the conservation and the valorization of the History for the training of man, since humanity is the result of historical processes of the past, that it is the subject of science, technology, the human sciences. "

For Célio Tasinafo, pedagogical director of the Student Workshop, it was" a proof of topicality, based on themes and even controversies " of the present, but which does not not fail to load important traditional content ". the student who possessed a great reading ability and a critical view of the historical moment in which he lived, but who also possessed a formal knowledge of grammar and literature. "

According to Célio, the test was" high level "," very well developed "and required the candidate" a very broad vocabulary area, the ability of the student to work with different linguistic registers: academic texts , informative journalistic publications, poetry and prose. "

The coordinator mentioned the charge relating to the functions and meanings of the word" good "in question 3." It was developed from two texts published in 2018 and from one meme – in other words, the question required the semantic knowledge of a term of prayer of fairly common records. "

Celio stated that the problems of literature followed a tradition of previous years, exploring" in-depth aspects of compulsory reading, requiring much more than mere knowledge of the book plot ". 39; different works (for example, we can cite question 10, with an excerpt from Sagarana compared to one of the poems of the work Claro Enigma by Carlos Drummond de Andrade) ".

On the subject of writing, Célio said that the subject required a precise reflection. "With a very varied collection of texts (poem by Drummond, sculpture by Flávio Cerqueira, text by Viveiros de Castro and another by Walter Benjamin), the theme of how the past contributes to the understanding of the present could have been treated as much point of view of the importance of the collective memory as of that of the past and history for the construction of individual identity. "

Eduardo Antonio Lopes, professor of writing at Anglo, said that the theme proposed was relevant and current. "This allows to deepen and criticize to varying degrees by revealing the maturity of the student.He primarily challenges his reading ability because, to develop a thesis beyond the mere perception of common sense, he would need to take advantage of texts present in the collection. "

For him, the essay theme was democratic and did not leave the student with the impression that he had nothing to say. Everyone has their opinion on how the past contributes to the understanding of the present. complex, or requiring specific information, but on the other hand, it is not so simple to develop a text of 30 lines that comes out of common sense. So everyone has something to write about, but it's something that fades in 10 lines. was not to stay in excess and go beyond. That's why reading the collection was so relevant. "

He added that" it is a subject which corresponds to the general format adopted by Fuvest, which is more philosophical, more abstract, but which at the same time does not surpbad the experience and common repertoire of any pupil in more to be a subject that is gaining relevance in the contemporary world, because we realize that there are a number of initiatives suggesting a lack of knowledge about such deleterious events of the past. "

The first approved list

The USP provides in the vestibular Fuvest 8 362 places divided by the terms of the open competition, public schools and public institutions PPI (self-declared black, pardos and indigenous)

Veja, below, the Portuguese test and the writing of the 2nd phase: