Questões de Concurso – Aprova Concursos

1)

Q556556 - UFES - 2015 - UFES - Tradutor Intérprete

The statements in the alternatives below paraphrase some of the ideas from the text, EXCEPT in:

a) As far as the granting of credits and program credentials is concerned, the regulation of educational systems can be jeopardized by the way internationalization is spreading.
b) The Bologna Process has strengthened the commodification of higher education by fostering internationalization through top-down policies.
c) Brazilian domestic policies for the internationalization of higher education are decried as hazardous, especially on the grounds of their bias towards colonial discourse.
d) A minimum-performance State provides social welfare, which, in the case of higher education, means that self-regulatory dynamics can ensure quality and student mobility.
e) Proficiency in a language such as English is paramount for graduates to be able to take part in international programs. However, not everyone has good command of English.

2)

Q556563 - UFES - 2015 - UFES - Tradutor Intérprete

The statement below that most closely reflects the view of literary translation, as discussed in contemporary Translation Studies, is:

a) Neither are texts recipients of meanings, nor is translation a process of transfer from the author’s mind into the text, which implies that translation always involves authorship.
b) Pessoa would have probably considered both versions (Monteiro’s and Longlan’s) faithful to the original because they succeed in maintaining its tone and rhythm.
c) Notwithstanding the fact that there are many translations of “Autopsicografia”, some, such as Monteiro’s and Longlan’s, can be considered definitive for their aesthetic and semantic features.
d) Longlan’s use of the word “brain” imparts a less emotional tone to his version.
e) Poetry calls for less direct/literal and more oblique strategies, which does not seem to have been sought by Monteiro and Longlan.

3)

Q556568 - UFES - 2015 - UFES - Tradutor Intérprete

Recently, expressions such as the italicized ones below spread via social media, blogs and emails. They are called “memes”, a term used to refer to catchphrases, concepts, images, songs, quotes that spread, often as mimicry, from person to person via the Internet.
“In Brazilian Portuguese, you don’t say ‘stop’, you say ‘amiga, para que ta feio’ and I think that’s beautiful!”
“In Brazilian Portuguese, you don’t say ‘I hate you’, you say, ‘você não tinha nem que ta aqui, linda’ and I think that’s beautiful”
“In Brazilian Portuguese, you don’t say ‘I love you’, you say, ‘eu tb assisto essa serie!!!’ and I think that’s beautiful.”
From the perspective of Translation Studies, it is INCORRECT to state that:

a) The meme is metalinguistic and illustrates the principle that translation is inherent to human expression.
b) Despite its comic motivation, the meme reinforces the view that translation is not transfer of meaning from one language into another.
c) These occurrences of the meme can be classified as examples of intralingual translation, according to Roman Jakobson’s taxonomy.
d) The meme shows that literal translation is often insufficient to express meanings, which are always culture-bound.
e) There is more to speaking/using a language than mastering grammar structures and lexis.

4)

Q556570 - UFES - 2015 - UFES - Tradutor Intérprete

The words reader, suffer, risks and considered in bold type in the text can be replaced with little or subtle change in meaning by, respectively:

a) readers, experiences, jeopardizes, named
b) public, witnesses, endangers, classed
c) peruser, endures, hazards, renowned
d) market, withstand, threaten, taken as
e) audience, goes through, may imply, regarded as

5)

Q556555 - UFES - 2015 - UFES - Tradutor Intérprete

The comment below that presents a contradictory view to the main argument put forward in the text is:

a) Como o Brasil ainda se encontra na fase da constituição do conceito de internacionalização universitária, tende a se posicionar como consumidor de produtos educacionais nas interações internacionalizadas. Esta verticalização reforça um processo transnacional em que as negociações regulatórias desconsideram as características e necessidades locais, industrializando cada vez mais a educação superior. (adaptado de MOROSINI, 2006)
b) “The commodification of higher education brings about increased attention to teaching quality; availability of more resources for teaching and support facilities; flexibility for students in combining different courses; better compatibility of degrees; increased accountability and transparency of the academic environment and the integration of the views and needs of students in the planning and conveying of teaching.” (ROBERTS, 1998)
c) Com a liberalização do comércio de serviços educacionais, será reforçada a tendência de considerar a educação um bem passível de comercialização e isso comprometerá os projetos educacionais mais consistentes que envolvem o compromisso com a educação integral do homem. (adaptado de LIMA, 2006)
d) The voices of professors and students have seldom been heard during the implementation of The Bologna Process policies in Europe, which reinforces the view that the top-down orientation adopted serves the market economy at the expense of humanistic principles of higher education.
e) Empreendedorismo, produtividade, inovação, eficiência e competitividade são os ideais que orientam a política de internacionalização do ensino superior no Brasil e que tornam as práticas acadêmicas cada vez mais sujeitas à lógica do mercado.

6)

Q556562 - UFES - 2015 - UFES - Tradutor Intérprete

The statements in the alternatives below describe the differences between translation (here, taken as the rendition of written texts) and interpreting, EXCEPT in:

a) The text for a translator is considered self-sufficient, whereas in oral communication, a variety of factors are involved in conveying the message.
b) Interpreters can get immediate feedback from their listeners, whereas translators may only access their readers’ reactions when it is too late to modify the text delivered.
c) The interpreter’s job is more informal both, socially and, thus, linguistically. The translator, in turn, deals with formal registers on a regular basis.
d) Translators need to be concerned with producing something that will stand the test of time, whereas interpreters seek to get their messages across to meet their listeners’ expectations.
e) Interpreters deal with the fragmented unsystematic, redundant nature of speech, which relies on paralinguistic elements, whereas, for translators, texts are often linear, dense, concise and editable.

7)

Q556567 - UFES - 2015 - UFES - Tradutor Intérprete

If another version of Excerpt 3 was to be written, the LEAST accurate translation would be: “[…] but a sick mother suddenly widowed and left with three younger children besides Nancy herself, had forced the girl into doing something toward their support [...]”

a) “(…) só que uma mãe doente, que havia ficado viúva de repente e com três filhos pequenos para criar, além da própria Nancy, havia forçado a menina a fazer algo para ajudar a família.
b) “(...) mas uma mãe adoentada, repentinamente enviuvada e com três filhos menores além da própria Nancy, havia forçado a menina a ajudar a família de algum modo.
c) “(...) mas uma mãe adoentada, que havia ficado viúva de repente e com três filhos menores além da própria Nancy, tinha forçado a menina a fazer alguma coisa para ajudar a família.
d) “(...) só que, doente, repentinamente enviuvada e com três filhos menores além da própria Nancy, a mãe havia forçado a garota a fazer alguma coisa pela família.
e) “(…) mas uma mãe doente, que havia ficado viúva de repente, e deixado três crianças pequenas além da própria Nancy, tinha forçado a garota a fazer algo pela família.

8)

Q556574 - UFES - 2015 - UFES - Tradutor Intérprete

In the dialogue below, the underlined words that can be replaced by HAVE GOT or HAS

GOT are in lines:

a) 1 and 7
b) 1, 5, 9 and 11
c) 7, 8 and 10
d) 5, 7, 10 and 11
e) 8 and 9

9)

Q556579 - UFES - 2015 - UFES - Tradutor Intérprete

The alternative providing the clauses that can respectively be used to best complete the sentences below is:
She is thought to have left ____________________.
She was made to leave ____________________.
Her boss let her leave ____________________.
Have her report to me ____________________.
I had her reported ____________________.
I had her report to me ____________________.

a) but nobody seems to know for sure. as a result of the disciplinary enquiry. as she was feeling sick this morning. when you see her later. to her commanding officer. because I was her line manager.
b) because I was her line manager. but nobody seems to know for sure. as a result of the disciplinary enquiry. to her commanding officer. when you see her later. as she was feeling sick this morning.
c) as a result of the disciplinary enquiry. as she was feeling sick this morning. but nobody seems to know for sure. when you see her later. because I was her line manager. to her commanding officer.
d) when you see her later. as a result of the disciplinary enquiry. to her commanding officer. because I was her line manager. as she was feeling sick this morning. but nobody seems to know for sure.
e) to her commanding officer. when you see her later. as a result of the disciplinary enquiry. but nobody seems to know for sure. as she was feeling sick this morning. because I was her line manager.

10)

Q556581 - UFES - 2015 - UFES - Tradutor Intérprete

The sentences in the alternatives below are correct, EXCEPT in:

a) Could you bring the kids from school tomorrow?
b) They’re going on a three-week holiday in Fernando de Noronha.
c) If I am to choose between an evil and another, I’d rather not choose at all.
d) I always have my little brother wash the dishes for me.
e) The last thing we did was pack the kettle.

11)

Q556554 - UFES - 2015 - UFES - Tradutor Intérprete

The statement that best summarizes the main point being made in the text is:

a) Internationalization is exclusive, not inclusive.
b) Traditionally, education ought to seek to achieve a wider and collective social good, which is contradicted by the politics of internationalization worldwide.
c) National policies of internationalization in South America run counter to those of the European Union.
d) The market influences the process of internationalization of higher education.
e) Colonial discourse is reproduced in higher education through the dynamics of internationalization.

12)

Q556559 - UFES - 2015 - UFES - Tradutor Intérprete

The words underlined and boldtyped in the text (they / another / which / one / the latter) have the following referents, respectively:

a) programs; construct; the humanities and social sciences were not included in the program; you; the vertical relationship between the Northern and the Southern countries
b) providers; education; created in 2011; we; the horizontal relationship between the Northern and the Southern countries
c) Institutions; goal; the humanities and social sciences were not included in the program; someone; the Northern countries
d) programs; advancement; graduate and post-graduate; anyone; the Northern and Southern countries
e) systems; construct; the focus of these new proposals; people; the Southern countries

13)

Q556561 - UFES - 2015 - UFES - Tradutor Intérprete

The only alternative which DOES NOT describe a theoretical component in interpreter and translation training, according to Gile (1995), is:

a) Interpreters and translators need to have good command of their active working languages.
b) Interpreters and translators need to have sufficient knowledge of the themes and subject-matters addressed by the texts and speeches they translate.
c) Interpreters and translators must have both, declarative and procedural knowledge about translation.
d) Interpreters and translators need to position themselves in relation to the philosophical problem of meaning in translation.
e) Interpreters and translators need to have some cultural knowledge of their working languages and contexts.

14)

Q556566 - UFES - 2015 - UFES - Tradutor Intérprete

It is CORRECT to state that:

a) A productive alternative translation to “Nancy flushed miserably” may be “Nancy corou miseravelmente”.
b) Lobato presents a contestatory translation of a novel written in a hegemonic language, i.e., English.
c) Were the translation rendered by Lobato more linear, he might have been able to reproduce Porter’s ideas more faithfully.
d) Domestication prevails as a general orientation in Lobato’s work in order to privilege the target context, by expressing meanings familiar to the target audience.
e) Foreignization is a resistance translation strategy since it requires effort on the part of the reader, who needs to dislocate towards the source culture.

15)

Q556573 - UFES - 2015 - UFES - Tradutor Intérprete

The sentences in the alternatives below are written in Standard English, EXCEPT in:

a) No sooner had Caetano Galindo published his translation of Ulysses than it won several awards.
b) The publisher demands that the translator submit the first version by April.
c) We saw the editor open her case and throw the printed copy of the manuscript into it.
d) Hardly had the original arrived before the team started translating it.
e) Bassnett’s book on Translation Studies is really comprehensive, what makes it suitable for undergraduates.

Questões de Concurso – Aprova Concursos

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