Cesgranrio
B3GE™ • Questão Comentada
CESGRANRIO 2026 • Questão Comentada
Inglês • Fundação Osório • Professor • Prova 6
43
B3GE™ • Concursos Públicos
Questão
CESGRANRIO 2026 • Inglês • Fundação Osório • Professor
🎯 Lexical Context | 09. Textual Reference | 10. Human Rights & Diversity
Text II
De-encapsulated Bilingual Education in Brazil:
Multicultural Breakfasts and Translanguaging Kids
Multicultural Breakfasts and Translanguaging Kids
1 In Brazil, when we talk about bilingual education, we are talking about two very different realities. Children and youth from minoritarian and underprivileged groups such as immigrant, indigenous or deaf communities make up one group, as Antonieta Megale (2019) points out. The other is children of wealthy people who learn another language to further enhance their privileged participation in society. Brazilians seem to cultivate a notion of monolingualism and, although there are more than 200 languages spoken in the country (Maher, 2013), they seem to be made invisible, which reinforces a denial of cultural diversity in the country (Monte Mór, 2002). We believe that education should provide expansive new modes of effective participation in society to offer students the chance to increasingly develop forms of insertion in the world and means to transform their mobility. The expansion of mobility should imply the creation of language practices at school which can lead to the reflection of life through a large range of possibilities of understanding concepts, content and knowledge through diverse sources as well as through various semiotic resources and multiple languages. As part of the Global South, Brazilians must figure out ways of teaching in a multilingual perspective to lessen human suffering, as suggested by Ofelia García (2019). Thus, bilingual education in Brazil should involve breaking with modules imposed by educational parameters or cultural biases, which impose a mono-ideology that makes it difficult to move in the direction of a multi/intercultural perspective. Turning to the challenges presented by globalization, especially in a country with extreme social differences such as Brazil, we must become critically aware of the ways in which schools position themselves regarding local and global issues. When teaching and learning practices enable connections between such issues and the learners’ different realities and needs, change and transformation are more likely to occur. 2 Aiming at showing how some schools in Brazil are striving to implement multicultural and multilingual practices, distancing themselves from the prescribed curriculum and the traditional separation between languages, we will describe an example taken from Multicultural Breakfasts, a research project carried out at Esfera Escola Internacional, a bilingual school in São José dos Campos, São Paulo, Brazil. The methodology was based on critical collaborative research (Magalhães, 2011), in which researchers are included as active participants in the search for shared solutions. Discourse analysis was used to reveal how language was materialized in the participant’s interactions. Although the majority of the students at Esfera are Brazilian, about 15% are from other countries, thus creating a diverse linguistic landscape. Four teachers, coordinators and students made up the research group for the year. The school follows an inquiry-based curriculum, which is organized through transdisciplinary projects in the primary years. To begin their inquiries and provoke questions for exploration, the students read migration stories of children from around the world. They later explored their own family stories of travel and change, and connected them to how the Brazilian people were formed. Making room for further questioning and critical thinking, the students also looked at how migration movements have been affecting people and places in Brazil and the world today. As a performance task, the students invited their parents to breakfast at school, with typical dishes from their countries of origin, and presented their new understandings using different resources and the languages of their preference. 3 The Multicultural Breakfasts’ example helps us understand how dynamic language practices and de-encapsulation can support teaching and learning, while also enabling agency and social transformation. Ofelia García (2009, p. 9) asserts that “Bilingual education in the twenty-first century must be reimagined and expanded, as it takes its rightful place as a meaningful way to educate all children and language learners in the world today.” She proposes that the dynamic language practices that take place in the social environment should have a place in bilingual schools, to enhance learning and transform conditions of social injustice. The complex networks of language practices in which children interact today are no longer supported by linear language instruction. Knowing how to interact dynamically and collaboratively in this new reality is a challenge faced by the new generations and, consequently, a goal for bilingual schools. The traditional notions of languages as distinct and pure systems should be replaced by fluid visions of language for a society in constant movement, as pointed out by Jan Blommaert (2012). When two or more people who don’t share a common language interact, they sometimes rely on language fragments or diverse semiotic resources to communicate. There is a scenario of intense mixture of languages, in which different repertoires are necessary. 4 Similarly, the dynamic framework (García, 2009) considers language as repertoire, created through the lived experience of language (Busch, 2012; 2015). It presupposes language not as something one owns, but as something one does. In this perspective, interaction is based on the integration and not separation of languages and resources, an understanding associated with the notion of translanguaging. In the Multicultural Breakfasts sessions, translanguaging is made visible through the various resources mentioned by participants in their interaction with researchers, including, for instance, the use of technology to assist communication and understanding. Translanguaging is characterized by the interconnected ways in which individuals select and use their language resources from a unitary linguistic repertoire to negotiate and create meaning. Translanguaging can be understood both as a theoretical lens and a pedagogical approach, when teachers intentionally plan for and use fluid language practices in the classroom. In this sense, translanguaging also lends itself to de-encapsulation, according to Sara Vogel and Ofelia García (2017). 5 The distance between how the curriculum is presented in schools and how it can be explored in real life has motivated studies in the field of de-encapsulation (Liberali et al., 2015, Liberali, 2019b). Traditionally, schoolwork generates individual changes in ways of knowing and being. From the perspective of de-encapsulation, these changes occur collectively and through a variety of cultural artifacts. This process of de-encapsulation allows for school curriculum to be understood as opportunities for problem posing and solving, creating enhanced possibilities for learning outside of the disciplines, the teaching resources and the school itself (Liberali 2019a, 2019b). De-encapsulation builds on the notion of an ecology of knowledges (Santos, 2006) as central to environments where creativity, innovation and transformation flourish. De-encapsulated practices challenge pre-established truths and value multiculturalism, through an open and continuous process of construction and deconstruction, which results from the interactions between people of different cultural backgrounds. It is not limited to the acceptance of various cultures but is characterized by a movement of appreciation and approximation between them, a disposition which should also be addressed in schools (Freire, 2003). The Multicultural Breakfasts project can be viewed through the lens of de-encapsulation, as it aimed to approximate learners to the real world, through events that connected to the reasons for exploration and immigration. While exploring these concepts collaboratively, learners also learned about the formation of the Brazilian people and addressed national standards. De-encapsulation is not only about creating context and connection, but also how different perspectives are valued, in an intentional effort to create meaning and enable agency and transformation.
🔗 Texto adaptado de:
🔗 CLEMENSHA, S.; LIBERALI, F. De-encapsulated Bilingual Education in Brazil: Multicultural Breakfasts and Translanguaging Kids. ReVista, 19 (2), 2020. Available at: https://
revista.drclas.harvard.edu/de-encapsulated-bilingual-education-in-brazil. Retrieved on: January 6, 2026.
In the section of Text II, paragraph 2, “They later explored their own family stories of travel and change” the pronoun they refers to
A
their inquiries
B
migration stories
C
the students
D
questions for exploration
E
children from around the world
📊 Revisão da questão
B3GE™ Simulados • Concursos Públicos • Inglês
Questão 43 • Gabarito: (C)
Questão 43 • Gabarito: (C)
Text Fragment:
To begin their inquiries and provoke questions for exploration, the students read migration stories of children from around the world. They later explored their own family stories of travel and change, and connected them to how the Brazilian people were formed. Making room for further questioning and critical thinking, the students also looked at how migration movements have been affecting people and places in Brazil and the world today...
To begin their inquiries and provoke questions for exploration, the students read migration stories of children from around the world. They later explored their own family stories of travel and change, and connected them to how the Brazilian people were formed. Making room for further questioning and critical thinking, the students also looked at how migration movements have been affecting people and places in Brazil and the world today...
Enunciado:
In the section of Text II, paragraph 2, “They later explored their own family stories of travel and change” the pronoun they refers to
In the section of Text II, paragraph 2, “They later explored their own family stories of travel and change” the pronoun they refers to
🔎 Leitura Orientada
A questão avalia a competência de Referência Textual (Textual Reference). O candidato precisa rastrear com precisão os mecanismos de coesão anafórica do fragmento discursivo para identificar o antecedente exato do pronome pessoal do caso reto they.
Para resolver este tipo de item com máxima eficácia, é necessário realizar o batimento cirúrgico entre o sujeito agente e as ações sequenciais descritas no período:
Para resolver este tipo de item com máxima eficácia, é necessário realizar o batimento cirúrgico entre o sujeito agente e as ações sequenciais descritas no período:
The students (Sujeito) ──► Read migration stories ──► They (Anáfora) later explored their own stories
A engenharia de distratores da banca baseia-se de maneira sistemática no mecanismo de **Falsa Associação**, isolando múltiplos termos que também se encontram no plural ao longo do parágrafo de modo a confundir o candidato desatento. A correspondência correta exige o alinhamento sintático com o núcleo que executa ativamente as tarefas pedagógicas mencionadas.
🟢 GABARITO VERDÃO: (C)
A alternativa (C) aponta corretamente o antecedente de they. No fluxo de leitura, o sujeito ativo que inicia as investigações e lê as histórias de migração é the students. Consequentemente, na oração subsequente, o pronome pessoal reto they e o possessivo adjacente their atuam em cadeia anafórica, retomando os estudantes como os agentes que exploraram as trajetórias de suas próprias famílias.
🧠 Regra B3GE™:
Em itens de referência pronominal (pronoun reference), os distratores serão invariavelmente **outros substantivos ou sintagmas nominais no plural** presentes no mesmo contexto. Para blindar sua resposta, faça o teste de substituição lógica conectada à ação verbal: quem de fato realizou a ação de explorar as próprias histórias? Elementos abstratos ou passivos são sumariamente descartados por inconsistência lógica.
Em itens de referência pronominal (pronoun reference), os distratores serão invariavelmente **outros substantivos ou sintagmas nominais no plural** presentes no mesmo contexto. Para blindar sua resposta, faça o teste de substituição lógica conectada à ação verbal: quem de fato realizou a ação de explorar as próprias histórias? Elementos abstratos ou passivos são sumariamente descartados por inconsistência lógica.
📝 Análise das alternatives
(A) ❌
Distrator 08 — Falsa Associação.
A alternativa associa incorretamente o pronome ao termo their inquiries. Trata-se de um erro de natureza lógica, pois atribui a uma atividade abstrata (investigações/indagações) a capacidade biológica e cognitiva de "explorar as próprias histórias familiares de viagem e mudança".
Distrator 08 — Falsa Associação.
A alternativa associa incorretamente o pronome ao termo their inquiries. Trata-se de um erro de natureza lógica, pois atribui a uma atividade abstrata (investigações/indagações) a capacidade biológica e cognitiva de "explorar as próprias histórias familiares de viagem e mudança".
(B) ❌
Distrator 08 — Falsa Associação.
A opção induz o candidato ao erro ao linkar they a migration stories. Embora o substantivo esteja no plural, ele funciona gramaticalmente como o objeto direto do verbo principal da oração anterior (read). Confunde-se, assim, o material textual consumido com os agentes responsáveis pelas ações pedagógicas subsequentes.
Distrator 08 — Falsa Associação.
A opção induz o candidato ao erro ao linkar they a migration stories. Embora o substantivo esteja no plural, ele funciona gramaticalmente como o objeto direto do verbo principal da oração anterior (read). Confunde-se, assim, o material textual consumido com os agentes responsáveis pelas ações pedagógicas subsequentes.
(C) 🟢 GABARITO VERDÃO
Competência avaliada: 09. Textual Reference.
Esta alternativa soluciona a relação anafórica de maneira impecável. O grupo nominal plural the students atua como o sujeito sintático de toda a sequência narrativa. Ao introduzir o pronome they, o autor resguarda a coesão textual, evitando a repetição desnecessária do termo e mantendo os estudantes como os agentes reflexivos da sequência de ações ("investigar", "ler" e "explorar").
O batimento organizacional do texto consolida-se assim:
Competência avaliada: 09. Textual Reference.
Esta alternativa soluciona a relação anafórica de maneira impecável. O grupo nominal plural the students atua como o sujeito sintático de toda a sequência narrativa. Ao introduzir o pronome they, o autor resguarda a coesão textual, evitando a repetição desnecessária do termo e mantendo os estudantes como os agentes reflexivos da sequência de ações ("investigar", "ler" e "explorar").
O batimento organizacional do texto consolida-se assim:
The students ───► Read stories ───► [They] later explored their own family stories
(D) ❌
Distrator 08 — Falsa Associação.
O erro consiste em direcionar o referente para o bloco nominal questions for exploration. Essa expressão é empregada no texto como a finalidade imediata das indagações dos alunos, e não possui compatibilidade semântica para assumir o papel de sujeito que realiza o escaneamento e a análise do histórico de viagem de seus próprios parentes.
Distrator 08 — Falsa Associação.
O erro consiste em direcionar o referente para o bloco nominal questions for exploration. Essa expressão é empregada no texto como a finalidade imediata das indagações dos alunos, e não possui compatibilidade semântica para assumir o papel de sujeito que realiza o escaneamento e a análise do histórico de viagem de seus próprios parentes.
(E) ❌
Distrator 08 — Falsa Associação.
A banca insere uma armadilha semântica sutil ao oferecer children from around the world. Embora o referente seja humano e esteja no plural, essas crianças são os personagens descritos nas narrativas externas lidas no início do projeto. Associá-las a they faria com que essas crianças de fora explorassem as histórias das famílias dos estudantes no Brasil, o que quebra a lógica factual da atividade.
Distrator 08 — Falsa Associação.
A banca insere uma armadilha semântica sutil ao oferecer children from around the world. Embora o referente seja humano e esteja no plural, essas crianças são os personagens descritos nas narrativas externas lidas no início do projeto. Associá-las a they faria com que essas crianças de fora explorassem as histórias das famílias dos estudantes no Brasil, o que quebra a lógica factual da atividade.
🧠 Resumo B3GE™ Master
Questões de referência em exames de alto nível operam distratores por proximidade física e igualdade de flexão (plural). Analise como a Engine de Distratores organizou as armadilhas de repetição de termos do parágrafo:
Termos Plurais Descartados (A, B, D, E): Elementos que surgem antes do pronome (inquiries, stories, questions, children) e tentam capturar o olhar do candidato pelo simples eco gramatical de pluralidade.
Sujeito Operativo Mantido (C): O termo the students coordena todas as ações oracionais consecutivas. A manutenção do nexo lógico de agência garante a coesão e afasta erros de processamento textual.
Portanto, a alternativa (C) sobressai-se como a única opção que resiste à análise de consistência textual.
Sujeito Operativo Mantido (C): O termo the students coordena todas as ações oracionais consecutivas. A manutenção do nexo lógico de agência garante a coesão e afasta erros de processamento textual.
🏛️ Classificação B3GE™ Final
SILO 2 — Linguístico
thematic: Lexical Context
theme: 09. Textual Reference
Peça Operativa Principal: Anaphoric Cohesion / Pronoun Antecedent Tracking / Co-reference Resolution
SILO 3 — Contextual
contentTopic: 10. Human Rights & Diversity
subtheme: Pronoun Reference and Antecedent Tracking
thematic: Lexical Context
theme: 09. Textual Reference
Peça Operativa Principal: Anaphoric Cohesion / Pronoun Antecedent Tracking / Co-reference Resolution
SILO 3 — Contextual
contentTopic: 10. Human Rights & Diversity
subtheme: Pronoun Reference and Antecedent Tracking
🎯 Justificativa B3GE™
O item afere a capacidade de leitura instrumental e controle gramatical do candidato aplicada a mecanismos de coesão, mapeada no tema 09. Textual Reference do SILO 2. A resolução correta exige isolar a relação anafórica estabelecida pelo pronome pessoal they na abertura do segundo período do parágrafo. Os distratores A, B, D e E utilizam exclusivamente o mecanismo de Falsa Associação, selecionando sintagmas nominais que também compartilham a marcação morfossintática de plural (inquiries, stories, questions, children) localizados na frase imediatamente anterior. No entanto, o batimento lógico-semântico com o adjunto possessivo their own family stories revela que somente a alternativa (C) restabelece de forma adequada a cadeia de referência ao apontar the students como antecedente correto.
O item afere a capacidade de leitura instrumental e controle gramatical do candidato aplicada a mecanismos de coesão, mapeada no tema 09. Textual Reference do SILO 2. A resolução correta exige isolar a relação anafórica estabelecida pelo pronome pessoal they na abertura do segundo período do parágrafo. Os distratores A, B, D e E utilizam exclusivamente o mecanismo de Falsa Associação, selecionando sintagmas nominais que também compartilham a marcação morfossintática de plural (inquiries, stories, questions, children) localizados na frase imediatamente anterior. No entanto, o batimento lógico-semântico com o adjunto possessivo their own family stories revela que somente a alternativa (C) restabelece de forma adequada a cadeia de referência ao apontar the students como antecedente correto.
🏛️ PROPRIEDADE DA PLATAFORMA INTELLIGENCE B3GE™ • ITEM CADASTRADO