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114440 UFES (2015) - UFES - Tradutor Intérprete / Pedagogia

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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.

114441 UFES (2015) - UFES - Tradutor Intérprete / Pedagogia

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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.

114442 UFES (2015) - UFES - Tradutor Intérprete / Pedagogia

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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.

114443 UFES (2015) - UFES - Tradutor Intérprete / Pedagogia

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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

115013 UFES (2015) - UFES - Tradutor Intérprete / Inglês

The alternative that best completes the gapped excerpt below is, respectively: US Rate Rise

The Chancellor returned from this month’s meeting of the ‘Group of Six’ with news that interest rates are to be _____ by an average of half a percentage point in the United States. While the Chancellor has been in Dallas, city markets have been feverish with rumours of even higher increases. The US dollar has been _______at an all-time low for several weeks and the American trade deficit has been______ steadily. The Chairman of the Federal Reserve has gone to Tokyo to discuss the problems which have ______ from pressure in Congress to tackle the deficit. He will be in Japan until next Tuesday.

  • a)
    rised, laying, arising, arisen
  • b)
    raised, laying, lifting, arose
  • c)
    lifted, laid, cropped up, boosted
  • d)
    upturn, steady, upheaving, boosted
  • e)
    raised, lying, rising, arisen

115014 UFES (2015) - UFES - Tradutor Intérprete / Inglês

The alternative that contains the most appropriate words to respectively fit the gaps in the article excerpt below are: Oscar White Muscarella, a/an _______ respected archeologist at New York’s Metropolitan Museum, claims that more than 1,250 forgeries are on display in the world’s leading museums and art galleries. In his latest book, Muscarella specifically names 37 forgeries in the Louvre, 16 in the British Museum and 45 in his own museum in New York. Muscarella’s earlier claims have been heavily ________ by some museum officials who are ________ opposed to his arguments. But he has ________ good scientific evidence for his claims, showing that over 40 percent of the objects examined by the Oxford thermoluminescence laboratory are fakes.

  • a)
    absolutely, rejected, somewhat
  • b)
    highly, rejected, a bit, absolutely
  • c)
    highly, criticized, bitterly, perfectly
  • d)
    very, discussed, thoroughly, perfectly
  • e)
    rather, criticized, virtually, somewhat

121209 UFES (2015) - UFES - Tradutor Intérprete / Pedagogia

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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.

121210 UFES (2015) - UFES - Tradutor Intérprete / Pedagogia

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.

121211 UFES (2015) - UFES - Tradutor Intérprete / Pedagogia

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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.

121212 UFES (2015) - UFES - Tradutor Intérprete / Pedagogia

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