Contos | Poesia trovadoresca |Alberto Caeiro

GROUP I – Parts A and B

1 Read the texts very carefully. Read the items, underlining the introductory verbs and the purpose of each.
um.
2 Pay attention to the verbs and check if, in each item, there is more than one verb, which means it will have.
to have more than one response topic.
3 Note, in bullet points next to the item, the essential aspects to mention in the response.

GROUP I
Literary Education

Part A

Read the text and the note.

The crowd kept passing by. It was the center of the center of the city. The man was
alone, alone. Streams of people passed without seeing him.
I had stopped, but in vain. The man did not look at me. I wanted to do something,
but I didn't know what. It was as if your loneliness was beyond all my
5 gestures, as if she enveloped him and separated him from me and it was too late for anything.

word and already nothing had a remedy. It was as if I had my hands tied. Thus, sometimes,
In dreams, we want to act but cannot.
The man was walking very slowly. I was standing in the middle of the sidewalk, against the
sense of the crowd.
10 I felt the city pushing me and separating me from the man. No one saw him walking.
slowly, so slowly, with head held high and a child in arms, close to
cold stone wall.
Now I think about what I could have done. I should have decided quickly. But I had the
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soul and the heavy hands of indecision. Did not see well. Only knew how to hesitate and doubt. That's why
15 I was there, standing still, powerless, in the middle of the sidewalk. The city pushed me and a clock struck.
hours.
I remembered that I had someone waiting for me and that I was late. The people that
they no longer saw the man, they began to see me. It was impossible to remain still.
So, like the swimmer who gets caught in a current, he gives up fighting and lets himself go with
the water, thus I ceased to oppose the movement of the city and let myself be carried away by the wave of
20 people away from man.
But as I continued on the walk, surrounded by shoulders and heads, the image of the man
it remained suspended in my eyes. And a confusing feeling was born in me that in it
there was something or someone that I recognized.
I quickly recalled all the places I had lived. I rewound the film back.
25 of time. The images passed oscillating, a little shaky and fast. But I didn't find
nothing. And I tried to gather and review all the memories of paintings, of books, of photographs. But the
the image of the man remained alone: his head raised, looking at the sky with a
expression of infinite solitude, of abandonment and of question.
And from the depth of memory, brought forth by the image, very slowly, one by one,
30 unmistakable, the words appeared:
 |Exame 2|

My God, My God, why have you forsaken me?1

Then I understood why the man I had left behind was not a stranger.
Her image was exactly like the other image that had formed in my mind when
I read:
35 Father, Father, why have you abandoned me?
It was that the position of the head, it was that the gaze, it was that the suffering, it was that the
abandonment, that loneliness.
Beyond the hardness and betrayals of men, beyond the agony of the flesh, begins
the trial of the last agony: the silence of God.
40 And the skies seem deserted and empty over the dark cities.

Sophia de Mello Breyner Andresen, "The Man", in Exemplary Tales, Porto, Porto Editora, 2014, pp. 132-134

Note
1 Father, Father, why have you forsaken me? – reference to the words spoken by Jesus Christ on the cross and quoted in the Gospel of St. Matthew.

The narrator's attitude towards the man walking in the middle of the crowd Strategies and Tips
is changing. Part A

Item 1
1.1. Comment on the statement, based on the excerpt presented. In this item, it is important
remember the meaning
of the verb 'to comment'–
critique, analyze. From
right away, don't forget
de:
1. underline in the text MPAG12PA© By
reaction moments of the
narrator in relation to
2. Explain the reasons that lead the narrator to judge that the man with whom she man who observes;
2nd register, under the
Cruz is not a stranger. bullet point format, as
differences in action of
woman
3rd analyze the form
like the behavior
the narrator is leaving
changing.

Item 2
In this item, it is important:
Firstly, indicate the reasons that
3. Present two characterizing traits of the city, justifying your answer. they make the narrator

response with textual elements. recognize the man with

who crosses;
2nd explain the reasons
(at least two) that
they take the narrator to
recognize the strange.

Item 3
In this item, it is essential:
1st underline in the text
characteristics of the city;
2nd to present citations
and reinforce the textual
(adapted exercises from the National Portuguese Exam, 12th year, 2019, Special Session, IAVE) characterizing traits
indicated.
 Part B
Read the poem and the notes.

For your God has made you, my lord,

to do good is always the best
and you in fez so knowledgeable,
I will tell you the truth:
5 O Lord, help me,
You were good for the king!

And you know how to understand

always the best is to choose,
I truly want to tell you,
1 Sir, what I have served I will serve.
0
for your God was thus to do,
You are good for the king!

And therefore God never made a pair for you

good without1not even well spoken,

it won't do it already, under my care2,
1
5 my lord and how well I shall be3,
if God wanted to stew4,
You were good for the king!

D. Dinis, in [Link]

Notes
1
good without – good sense.
2
I care - in my understanding.
3
hi - I have.
4
cooking – to help.

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4. Explicit three character traits of the beloved woman, highlighting the Strategies and Tips
expressive resource used for this effect. Part B

Item 4
In this item, you should adopt
the following strategy:
1st underline in the song
the characteristics of
woman
2nd to clarify (to expose a)
clear idea
each of the traits
characterizers of
beloved
3rd select
text transcriptions
that justify the traits
pointed
4. to recall the definition
on expressive resource
in question.
 Exam 2

5. Explore a meaning effect that justifies the reference to God throughout. Strategies and Tips
of this song.
Item 5
In this item, it is important:
1st understand what
means effect of
sentido –explicação;
presentation of a
reason - that justifies the
reference to God;
2.º understand that
God is the entity
superior responsible for
creation of this woman.
6. Complete the statements below by selecting the option
Item 6
suitable for each space. Register only the letters a), b), c), and e) for each In this item, it is essential:
one of them, the number that corresponds to the selected option in each of the 1st focusing attention on
versos 1 e 10;
cases. 2. remind the definition
of anaphora, apostrophe and
This song corresponds to the principles of medieval compositions of anastrophe;
Provençal influence, as can be observed through the a) , 3rd remember the times
verbally
present in the segment "my lord" , and also by the role of
(verse 1) indicative and subjunctive.
submission of the lyrical 'I', which assumes itself as a b) .
Thus, the use of verbal forms is notorious in c) , no
passage 'Lord, what I serve and will serve' (verse 10) , which underline the delivery
total of the troubadour to the beloved woman and, consequently, the prominence that she
assume no chorus.

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a) b) c)

anaphora vassal simple past indicative and future indicative

[Link] 2nd king 2. present of the subjunctive and future of the indicative

3. anastrophe [Link] 3. present indicative and future subjunctive

GROUP I – Part C
1 Fulfill the instruction that is primarily found in the development.
2 Create a scheme about the information to include in the text before you start writing.
3 Use the tripartite structure to organize the response: the development and the conclusion must be
iniciados por conectores.

Part C

The heteronymous process in Fernando Pessoa is the distinctive mark of his poetry and emerges as the
the need to discover oneself. Despite the creation of different heteronyms, there are aspects that
they confirm an analogy between the orthonym and the heteronyms.

Develop a brief exposition, in which you explore a common characteristic between the poetry of the orthonym and
by Alberto Caeiro.
 Your presentation should include:
- an introduction to the topic;

– a development in which you explain how this analogy arises in the work of the ortonym and of Caeiro,
justifying your response with a relevant reference to a poem from each literary entity;
– an appropriate conclusion to the development of the theme.
Strategies and Tips
Part C

Item 7
In this item, it is essential:
1. To respond to the verbs of
commandos
development;
2nd to present the philosophy
poetics defended by
antonym and hair
heteronym, Alberto Caeiro;
3rd present titles of two
poems and explain what
they associate with the theme
of each of the poets.
Attention - there are in these items
penalization in the quotation if
there was no association
between the title of the poem and the
theme under analysis;
4th respect the structure
tripartite: the introduction and the
conclusions must be
smaller paragraphs, to
opposite of
development, that
will include the essential topics
so that the response is
complete.

GROUP II
Read the text in full.
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Before answering each item of interpretation or grammar, reread the corresponding text excerpt.
3 Anotar, sob a forma de tópicos, ao lado de cada item,os aspetos essenciais sobre os conteúdos
gramaticais solicitados.

GROUP II
Reading and Grammar

Read the text.

Loneliness is a modern thing

It was around 2017 that the American federal authorities decided to sound the alarm and announce
que a “solidão” tinha atingido o grau de “epidemia”. A decisão foi tomada a partir de um inquérito cujas
the questions were so open that the obvious conclusion was reached that we all feel loneliness at some point.
 Exam 2

point of life; but, above all, the investigation validated the pharmaceutical industry: if it was an epidemic, then
It would have to be cured by a medication. And clinical trials for a pill proceeded.
against 'loneliness', something that would unlock the individual and allow for 'meaningful social relationships'. [...]
Here's an interesting detail: loneliness is a modern invention, just over 200 years old. In the book
Robinson Crusoe, from 1719, does not have a single reference to 'solitude' in the 28 years he spent on the island.
(with or without Friday). In the movie Cast Away (2000), Tom Hanks' character almost dies in the
saving a volleyball, because he cannot conceive the idea of being without the company of Wilson - the friend
deflated that gave meaning to his life. Loneliness, in its various forms until reaching the degree of
epidemic, was born and grew up among these two fictional castaways.
But there were no people feeling lonely before 1800, do you want to see? Well, that's what it's for.
history of emotions, which tries to create a timeline in relation to them. In the English language, the term
15"solitude" only began to be used in the 19th century and still with a solely positive meaning -
the artists, the poets sought solitude, for it was the only way they found inspiration. This data can be
noted in A Biography of Loneliness (Oxford) by Fay Bound Alberti, where it is explained that until this
historic moment a person could be alone – somewhere, living, traveling, or shut in a cell –
but this act was not associated with a specific feeling, there was no language that reflected this
20 emotional state. And there were certain people who sometimes showed a desire to be with themselves -
It is reported that Jesus felt this need. But loneliness as a state of suffering, recorded in
society could only 'flourish' under certain conditions [...].
Today, […] the omnipresence of loneliness is accepted, and the term has been refined to a negative feeling, of
suffering, of those who need help or are dangerous (the solitary, the hermit, the serial killer). The children
25 they are alone, the teenagers are alone, the young mothers are alone, the divorced are alone, the old are
salty - which conveys the idea of an 'epidemic of loneliness' that calls for state intervention and that demands MPAG12PA© By

intervention: a drug that alleviates this suffering. The problem, for example, the author refers to
In the study of the history of loneliness, it is difficult to define "loneliness," as it is not an emotion,
more than a cluster of emotions, which has a range that encompasses anger, resentment,
30 sadness, envy, shame, self-pity and the perception and experience of individuals in their
circumstances and environment. And they differ both in time and in age, in cultural, ethnic, and
gender, sexuality, religious affiliation, social condition, extroverted/introverted, nationality within
from your circumstance. Exactly: it is a subjective experience and a great tangle of emotions that
they place inside Tupperware "solitude." "It is an internalized feeling of discomfort defined by
35 It's argued that this 'lack' is why this 'lack' is often filled by hyperconsumption.
But there is positive solitude. Even today, solitude and silence are essential for much work.
creative. And it became a possession that the richest among the rich display: the ability to isolate themselves.
of the world and of being alone, of cutting off from the outside, of, if they wish, remaining isolated [...].
40 The truth is that this story of loneliness, of all of us living in an epidemic of loneliness, of the
young people living attached to smartphones suffering from loneliness should take into account that the emotion
"solitude" is little thought of. It may be hasty to create a universal pill, a substance
generic action to combat the epidemic and safeguard against the feeling of social panic. Loneliness is a word
empty that can be filled with many things.
45 And there is an inevitable reality. Sooner or later, we all realize that we are alone.
and that loneliness is part of the human condition. It is not philosophy at the end of Carl Sagan's program, God bless him
have. It's the reality.
Luís Pedro Nunes, in [Link] (text with suppressions, consulted on 11/11/2022)
 Strategies and Tips
1. In the first paragraph, the author states that loneliness has reached a degree of Group II
epidemic due to
Items 1 to 4
(A) to the American authorities. 1st read the item;
2nd read the textual excerpt
(B) to the pharmaceutical industry. that contains the information
selected by the item,
(C) to clinical trials. as well as the paragraph
anterior e o seguinte;
(D)a an inquiry. 3rd excluding the
hypotheses that do not
they agree with
In the second paragraph, with reference to the history of emotions, it aims to the information presented
yes, above all, in the text.

(A) to show that the feeling of loneliness has always existed. Items 5 to 7
1. Make a diagram
highlight that solitude had a positive connotation. with the information
main of each
(C) show that loneliness was not considered a feeling. grammatical content;
2nd the items about
(D) to highlight that solitude was a form of self-knowledge. syntactic functions,
check the background of
3. In the context in which it arises, the statement "It may be hasty to create a way to understand if
it could be a function
universal compressed, a generic active substance to combat the syntactic associated with a
nome, verbo, advérbio,
epidemic (lines 42 and 43) demonstrates that adjective,... this
The history of the word solitude has been outlined for 200 years. information is essential
to obtain the answer
The concept of loneliness still requires further analysis. correct.
3. In the items about
The definition of loneliness is associated with an epidemic. classification of sentences,
the backgrounds (verbs,
Loneliness is mainly an irrational concept. names, elements
correlatives, ... are
determinants for a
4. From reading the text, it can be inferred that the author believes that correct answer.

The publication of surveys on loneliness reinforces ignorance.

about the topic.
(B) The recourse to other times is unnecessary for reflection on loneliness.
The negativity associated, in the present day, with the term solitude is exaggerated.

The loneliness associated with a state of suffering was conceived by American society.
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5. The expressions "of solitude" (line 23) young people

(line 25)

(A) perform the syntactic function of complement of the noun and restrictive modifier of the noun.
respectively.
(B) play the syntactic function of restrictive modifier of the noun and complement of the noun,
respectively.
(C) perform the syntactic function of noun complement, in both cases.
(D) perform the syntactic function of restrictive modifier of the noun, in both cases.

6. Refers to the type of grammatical cohesion ensured by the connector 'But', in line 13.

7. Classify the clauses introduced by 'that' in the following textual segments:

that 'loneliness' had reached the level of 'epidemic' (line 2) ;

that arrived at the obvious conclusion (line 3) .

Exam 2

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 GROUP III
1Comply with the word limit and mark paragraphs.
2Properly structure the text (in four paragraphs, with the development being longer than the others).
3Use connectors, especially, to mark the beginning of each paragraph (In fact, now, on one hand, on the other hand,
in the final analysis, in summary; take as an example; remember the case of…

GROUP III
Written
José Tolentino uses the words of Nélida Piñon to reflect on solitude: "Each one narrates the
the story of your solitude. To which one is condemned even when surrounded by family, tribes, retinues,
universal laws.
But is the feeling of loneliness experienced by everyone?
In a well-structured opinion piece, with a minimum of two hundred and a maximum of three hundred and fifty
words, presents a personal perspective on the issue raised.
National Portuguese Exam, 12th grade, 2022, 2nd phase, IAVE

In your text:
Strategies and Tips
explicitly and clearly state your point of view, justifying it Group III
with two arguments, each illustrated with a significant example; Attention:
1st to organize the text in
formulate an appropriate conclusion to the developed argumentation; four paragraphs:
introduction,
– uses a evaluative discourse (explicit or implicit value judgment). development (with
two arguments and two
examples) and conclusion;
2. the last three
paragraphs must be
initiated by
articulators
discursive (for
example: in first MPAG12PA© Port
place; in second place;
concluding);
3. to mark with pencil using
a visa, for no
forget none
argument, nor
example
4th review the text
check the placement
correcting the signs of
punctuation.
5th erase the signage to
pencil, after reviewing the
text.

Observations related to Group III:

1. For counting purposes, any sequence delimited by whitespace is considered a word, even
when it is composed of elements linked by a hyphen (example: /I-will-tell-you/). Any number counts as a single word,
regardless of the digits that make it up (example: /2022/).
Regarding the deviation from the indicated length limits – between two hundred and three hundred and fifty words – it is necessary to
attend to the following:
A deviation from the indicated extension limits implies a partial devaluation (up to 5 points) of the produced text;
A text with fewer than eighty words is classified with zero points.
Exam 2

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