CARMO MACHADO

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Os filhos da pandemia

Os filhos da pandemia não escrevem, não falam, não lêem, não compreendem, não interpretam, não pensam…Retirem-lhes o telemóvel e as redes sociais e ficaremos perante seres desprovidos de qualquer interesse. 

𝐴 𝑔𝑒𝑟𝑎𝑐̧𝑎̃𝑜 𝑑𝑒 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟𝑒𝑠 𝑎 𝑞𝑢𝑒 𝑝𝑒𝑟𝑡𝑒𝑛𝑐̧𝑜, 𝑛𝑎𝑠𝑐𝑖𝑑𝑎 𝑛𝑎 𝑑𝑒́𝑐𝑎𝑑𝑎 𝑑𝑒 𝑠𝑒𝑠𝑠𝑒𝑛𝑡𝑎, 𝑓𝑜𝑖 𝑚𝑎𝑟𝑐𝑎𝑑𝑎 𝑝𝑒𝑙𝑎 𝑢𝑡𝑜𝑝𝑖𝑎 𝑒 𝑝𝑒𝑙𝑜 𝑠𝑜𝑛𝘩𝑜. 𝐴𝑐𝑟𝑒𝑑𝑖𝑡𝑎́𝑣𝑎𝑚𝑜𝑠 𝑞𝑢𝑒 𝑎 𝑒𝑠𝑐𝑜𝑙𝑎 𝑝𝑜𝑑𝑖𝑎 𝑓𝑎𝑧𝑒𝑟 𝑎 𝑑𝑖𝑓𝑒𝑟𝑒𝑛𝑐̧𝑎 𝑛𝑎 𝑣𝑖𝑑𝑎 𝑑𝑜𝑠 𝑛𝑜𝑠𝑠𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠, 𝑞𝑢𝑒 𝑝𝑜𝑑𝑖𝑎 𝑚𝑢𝑑𝑎𝑟 𝑣𝑖𝑑𝑎𝑠. 𝑅𝑒𝑐𝑜𝑟𝑑𝑜 𝑐𝑜𝑚 𝑒𝑛𝑜𝑟𝑚𝑒 𝑝𝑟𝑎𝑧𝑒𝑟 𝑡𝑜𝑑𝑜𝑠 𝑜𝑠 𝑚𝑜𝑚𝑒𝑛𝑡𝑜𝑠 𝑒𝑚 𝑞𝑢𝑒 𝑡𝑢𝑑𝑜 – 𝑙𝑖𝑡𝑒𝑟𝑎𝑙𝑚𝑒𝑛𝑡𝑒, 𝑡𝑢𝑑𝑜 – 𝑓𝑎𝑧𝑖́𝑎𝑚𝑜𝑠 𝑝𝑒𝑙𝑎 𝑒𝑠𝑐𝑜𝑙𝑎 𝑝𝑢́𝑏𝑙𝑖𝑐𝑎, 𝑑𝑒𝑠𝑑𝑒 𝑔𝑎𝑠𝑡𝑎𝑟𝑚𝑜𝑠 𝑟𝑒𝑠𝑚𝑎𝑠 𝑑𝑒 𝑝𝑎𝑝𝑒𝑙 𝑒 𝑡𝑖𝑛𝑡𝑒𝑖𝑟𝑜𝑠 𝑑𝑜 𝑛𝑜𝑠𝑠𝑜 𝑝𝑎𝑟𝑐𝑜 𝑜𝑟𝑑𝑒𝑛𝑎𝑑𝑜, 𝑜𝑢 𝑑𝑒𝑑𝑖𝑐𝑎𝑟𝑚𝑜-𝑛𝑜𝑠 – 𝑛𝑜𝑖𝑡𝑒𝑠 𝑎 𝑓𝑖𝑜 – 𝑎 𝑝𝑟𝑒𝑝𝑎𝑟𝑎𝑟 𝑎𝑡𝑖𝑣𝑖𝑑𝑎𝑑𝑒𝑠 𝑒 𝑖𝑛𝑠𝑡𝑟𝑢𝑚𝑒𝑛𝑡𝑜𝑠 𝑑𝑒 𝑎𝑣𝑎𝑙𝑖𝑎𝑐̧𝑎̃𝑜, 𝑎 𝑜𝑟𝑔𝑎𝑛𝑖𝑧𝑎𝑟𝑚𝑜𝑠 𝑣𝑖𝑠𝑖𝑡𝑎𝑠 𝑑𝑒 𝑒𝑠𝑡𝑢𝑑𝑜, 𝑎 𝑎𝑟𝑞𝑢𝑖𝑡𝑒𝑡𝑎𝑟 𝑐𝑒𝑙𝑒𝑏𝑟𝑎𝑐̧𝑜̃𝑒𝑠 𝑝𝑎𝑟𝑎 𝑖𝑠𝑡𝑜 𝑒 𝑝𝑎𝑟𝑎 𝑎𝑞𝑢𝑖𝑙𝑜 𝑒 𝑎 𝑝𝑟𝑜𝑐𝑢𝑟𝑎𝑟 𝑞𝑢𝑒 𝑎 𝑒𝑠𝑐𝑜𝑙𝑎 𝑓𝑜𝑠𝑠𝑒 – 𝑒 𝑒𝑟𝑎 – 𝑢𝑚 𝑙𝑜𝑐𝑎𝑙 𝑑𝑒 𝑝𝑟𝑎𝑧𝑒𝑟 𝑝𝑎𝑟𝑎 𝑡𝑜𝑑𝑜𝑠.

𝐸𝑠𝑡𝑎 𝑔𝑒𝑟𝑎𝑐̧𝑎̃𝑜 𝑑𝑎 𝑢𝑡𝑜𝑝𝑖𝑎 𝑒𝑟𝑎 𝑐𝑜𝑛𝑠𝑡𝑖𝑡𝑢𝑖́𝑑𝑎 𝑝𝑜𝑟 𝑡𝑜𝑑𝑜𝑠 𝑎𝑞𝑢𝑒𝑙𝑒𝑠 𝑞𝑢𝑒 𝑠𝑒𝑔𝑢𝑖𝑟𝑎𝑚 𝑎 𝑐𝑎𝑟𝑟𝑒𝑖𝑟𝑎 𝑑𝑜𝑐𝑒𝑛𝑡𝑒 𝑝𝑜𝑟 𝑝𝑎𝑖𝑥𝑎̃𝑜, 𝑚𝑒𝑠𝑚𝑜 𝑞𝑢𝑎𝑛𝑑𝑜 𝑒𝑠𝑡𝑎𝑣𝑎𝑚 𝑜𝑢𝑡𝑟𝑎𝑠 𝑜𝑝𝑐̧𝑜̃𝑒𝑠 𝑒𝑚 𝑐𝑖𝑚𝑎 𝑑𝑎 𝑚𝑒𝑠𝑎. 𝐷𝑒𝑝𝑜𝑖𝑠 𝑑𝑎 𝑙𝑖𝑐𝑒𝑛𝑐𝑖𝑎𝑡𝑢𝑟𝑎 𝑑𝑒 𝑞𝑢𝑎𝑡𝑟𝑜 𝑎𝑛𝑜𝑠 𝑒 𝑑𝑒 𝑢𝑚𝑎 𝑓𝑜𝑟𝑚𝑎𝑐̧𝑎̃𝑜 𝑢𝑛𝑖𝑣𝑒𝑟𝑠𝑖𝑡𝑎́𝑟𝑖𝑎 𝑑𝑒 𝑒𝑠𝑝𝑒𝑐𝑖𝑎𝑙𝑖𝑧𝑎𝑐̧𝑎̃𝑜 𝑒𝑚 𝑒𝑛𝑠𝑖𝑛𝑜 𝑑𝑒 𝑑𝑜𝑖𝑠 𝑎𝑛𝑜𝑠, 𝑚𝑢𝑖𝑡𝑜𝑠 𝑑𝑒 𝑛𝑜́𝑠 𝑎𝑖𝑛𝑑𝑎 𝑎𝑣𝑎𝑛𝑐̧𝑎́𝑚𝑜𝑠 𝑛𝑎 𝑝𝑒𝑠𝑞𝑢𝑖𝑠𝑎 𝑒 𝑡𝑖𝑟𝑎́𝑚𝑜𝑠 𝑚𝑒𝑠𝑡𝑟𝑎𝑑𝑜𝑠 𝑒 𝑑𝑜𝑢𝑡𝑜𝑟𝑎𝑚𝑒𝑛𝑡𝑜𝑠, 𝑎𝑜𝑠 𝑞𝑢𝑎𝑖𝑠 𝑑𝑒𝑑𝑖𝑐𝑎́𝑚𝑜𝑠 𝑢𝑚𝑎 𝑏𝑜𝑎 𝑝𝑎𝑟𝑡𝑒 𝑑𝑜 𝑛𝑜𝑠𝑠𝑜 𝑡𝑒𝑚𝑝𝑜 𝑒 𝑑𝑜 𝑛𝑜𝑠𝑠𝑜 (𝑝𝑜𝑢𝑐𝑜) 𝑑𝑖𝑛𝘩𝑒𝑖𝑟𝑜. 𝐸𝑛𝑡𝑟𝑎́𝑚𝑜𝑠 𝑛𝑎 𝑐𝑎𝑟𝑟𝑒𝑖𝑟𝑎 𝑑𝑜𝑐𝑒𝑛𝑡𝑒 𝑐𝑜𝑚 𝑎𝑚𝑜𝑟 𝑒 𝑓𝑜𝑖 𝑎 𝑒𝑙𝑎 𝑞𝑢𝑒 𝑑𝑒𝑑𝑖𝑐𝑎́𝑚𝑜𝑠 𝑔𝑟𝑎𝑛𝑑𝑒 𝑝𝑎𝑟𝑡𝑒 𝑑𝑎 𝑛𝑜𝑠𝑠𝑎 𝑣𝑖𝑑𝑎.

𝐷𝑒𝑝𝑜𝑖𝑠… 𝐷𝑒𝑝𝑜𝑖𝑠 𝑐𝑜𝑚𝑒𝑐̧𝑎𝑟𝑎𝑚 𝑎𝑠 𝑎𝑙𝑡𝑒𝑟𝑎𝑐̧𝑜̃𝑒𝑠 𝑎̀𝑠 𝑟𝑒𝑔𝑟𝑎𝑠 𝑛𝑎 𝑐𝑎𝑟𝑟𝑒𝑖𝑟𝑎 𝑠𝑒𝑚 𝑞𝑢𝑎𝑙𝑞𝑢𝑒𝑟 𝑎𝑣𝑖𝑠𝑜 𝑝𝑟𝑒́𝑣𝑖𝑜, 𝑡𝑒𝑛𝑡𝑎𝑟𝑎𝑚 𝑑𝑖𝑣𝑖𝑑𝑖𝑟-𝑛𝑜𝑠 𝑒𝑚 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟𝑒𝑠 𝑡𝑖𝑡𝑢𝑙𝑎𝑟𝑒𝑠 𝑒 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟𝑒𝑠 𝑛𝑎̃𝑜 𝑡𝑖𝑡𝑢𝑙𝑎𝑟𝑒𝑠, 𝑎𝑛𝑢𝑙𝑎𝑟𝑎𝑚 𝑑𝑖𝑟𝑒𝑖𝑡𝑜𝑠 𝑐𝑜𝑛𝑠𝑎𝑔𝑟𝑎𝑑𝑜𝑠 𝑛𝑜 𝑛𝑜𝑠𝑠𝑜 𝑒𝑠𝑡𝑎𝑡𝑢𝑡𝑜, 𝑐𝑜𝑛𝑔𝑒𝑙𝑎𝑟𝑎𝑚-𝑛𝑜𝑠 𝑜𝑠 𝑜𝑟𝑑𝑒𝑛𝑎𝑑𝑜𝑠 𝑒 𝑎 𝑖𝑚𝑎𝑔𝑖𝑛𝑎𝑐̧𝑎̃𝑜 𝑒, 𝑝𝑜𝑟 𝑓𝑖𝑚, 𝑟𝑜𝑢𝑏𝑎𝑟𝑎𝑚-𝑛𝑜𝑠 𝑑𝑒𝑠𝑐𝑎𝑟𝑎𝑑𝑎𝑚𝑒𝑛𝑡𝑒 𝑚𝑢𝑖𝑡𝑜𝑠 𝑎𝑛𝑜𝑠 𝑑𝑒 𝑠𝑒𝑟𝑣𝑖𝑐̧𝑜 𝑞𝑢𝑒, 𝑛𝑎̃𝑜 𝑠𝑒𝑛𝑑𝑜 𝑎 𝑠𝑜𝑙𝑢𝑐̧𝑎̃𝑜 𝑝𝑎𝑟𝑎 𝑜 𝑛𝑜𝑠𝑠𝑜 𝑏𝑎𝑖𝑥𝑜 𝑝𝑜𝑑𝑒𝑟 𝑑𝑒 𝑐𝑜𝑚𝑝𝑟𝑎, 𝑝𝑜𝑑𝑖𝑎𝑚 𝑛𝑜 𝑚𝑖́𝑛𝑖𝑚𝑜 𝑝𝑒𝑟𝑚𝑖𝑡𝑖𝑟-𝑛𝑜𝑠 𝑢𝑚𝑎 𝑚𝑎𝑖𝑜𝑟 – 𝑎𝑖𝑛𝑑𝑎 𝑞𝑢𝑒 𝑙𝑒𝑣𝑒 – 𝑑𝑖𝑔𝑛𝑖𝑑𝑎𝑑𝑒 𝑝𝑟𝑜𝑓𝑖𝑠𝑠𝑖𝑜𝑛𝑎𝑙 𝑒 𝑝𝑒𝑠𝑠𝑜𝑎𝑙. 𝐶𝑜𝑚 𝑞𝑢𝑒 𝑡𝑟𝑖𝑠𝑡𝑒𝑧𝑎 𝑜𝑢𝑐̧𝑜 𝑐𝑜𝑚 𝑓𝑟𝑒𝑞𝑢𝑒̂𝑛𝑐𝑖𝑎 𝑑𝑖𝑧𝑒𝑟 𝑎 𝑢𝑚 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟 𝑞𝑢𝑒 𝑟𝑎𝑟𝑎𝑚𝑒𝑛𝑡𝑒 𝑐𝑜𝑚𝑝𝑟𝑎 𝑙𝑖𝑣𝑟𝑜𝑠 𝑜𝑢 𝑣𝑎𝑖 𝑎𝑜 𝑡𝑒𝑎𝑡𝑟𝑜. 𝐷𝑒 𝑓𝑎𝑐𝑡𝑜, 𝑓𝑖𝑧𝑒𝑟𝑎𝑚 𝑑𝑒 𝑛𝑜́𝑠 𝑚𝑒𝑟𝑜𝑠 𝑓𝑢𝑛𝑐𝑖𝑜𝑛𝑎́𝑟𝑖𝑜𝑠 𝑒 𝑑𝑎𝑠 𝑒𝑠𝑐𝑜𝑙𝑎𝑠 𝑚𝑒𝑟𝑎𝑠 𝑟𝑒𝑝𝑎𝑟𝑡𝑖𝑐̧𝑜̃𝑒𝑠 𝑝𝑢́𝑏𝑙𝑖𝑐𝑎𝑠 𝑑𝑒 𝑒𝑛𝑠𝑖𝑛𝑜 𝑑𝑒 𝑚𝑎𝑠𝑠𝑎𝑠, 𝑡𝑟𝑎𝑛𝑠𝑓𝑜𝑟𝑚𝑎𝑑𝑎𝑠 𝑒𝑚 𝑣𝑒𝑟𝑑𝑎𝑑𝑒𝑖𝑟𝑎𝑠 𝑓𝑎́𝑏𝑟𝑖𝑐𝑎𝑠 𝑑𝑒 𝑝𝑎𝑝𝑒𝑙!

𝑁𝑎̃𝑜 𝑞𝑢𝑒𝑟𝑒𝑛𝑑𝑜 𝑎𝑞𝑢𝑖 𝑏𝑎𝑙𝑖𝑧𝑎𝑟 𝑜 𝑝𝑟𝑖𝑚𝑒𝑖𝑟𝑜 𝑔𝑟𝑎𝑛𝑑𝑒 𝑚𝑜𝑚𝑒𝑛𝑡𝑜 𝑑𝑎 𝑑𝑒𝑟𝑟𝑜𝑐𝑎𝑑𝑎 𝑑𝑎 𝑑𝑖𝑔𝑛𝑖𝑑𝑎𝑑𝑒 𝑑𝑜𝑐𝑒𝑛𝑡𝑒, 𝑡𝑎𝑙𝑣𝑒𝑧 𝑚𝑒 𝑎𝑡𝑟𝑒𝑣𝑒𝑠𝑠𝑒 𝑎 𝑟𝑒𝑓𝑒𝑟𝑖𝑟 𝑜𝑠 𝑞𝑢𝑎𝑡𝑟𝑜 𝑎𝑛𝑜𝑠 𝑒 𝑠𝑒𝑡𝑒 𝑚𝑒𝑠𝑒𝑠 𝑑𝑒 𝑚𝑎́ 𝑚𝑒𝑚𝑜́𝑟𝑖𝑎 𝑒𝑚 𝑞𝑢𝑒 𝑀𝑎𝑟𝑖𝑎 𝑑𝑒 𝐿𝑢𝑟𝑑𝑒𝑠 𝑅𝑜𝑑𝑟𝑖𝑔𝑢𝑒𝑠 𝑓𝑜𝑖 𝑚𝑖𝑛𝑖𝑠𝑡𝑟𝑎 𝑑𝑎 𝐸𝑑𝑢𝑐𝑎𝑐̧𝑎̃𝑜 (𝑎 𝑚𝑖𝑛𝑖𝑠𝑡𝑟𝑎 𝑞𝑢𝑒 𝑐𝑢𝑚𝑝𝑟𝑖𝑢 𝑜 𝑚𝑎𝑖𝑜𝑟 𝑚𝑎𝑛𝑑𝑎𝑡𝑜 𝑎̀ 𝑓𝑟𝑒𝑛𝑡𝑒 𝑑𝑎 𝐸𝑑𝑢𝑐𝑎𝑐̧𝑎̃𝑜 𝑒𝑚 𝑃𝑜𝑟𝑡𝑢𝑔𝑎𝑙). 𝑀𝑎𝑠 𝑚𝑢𝑖𝑡𝑜𝑠 𝑜𝑢𝑡𝑟𝑜𝑠 𝑠𝑒 𝑠𝑒𝑔𝑢𝑖𝑟𝑎𝑚 𝑒 𝑝𝑎𝑟𝑒𝑐𝑒 𝑛𝑎̃𝑜 𝑠𝑒 𝑝𝑟𝑒𝑣𝑒𝑟 𝑢𝑚 𝑓𝑖𝑚. 𝐸𝑛𝑡𝑟𝑒𝑡𝑎𝑛𝑡𝑜, 𝑒 𝑠𝑒 𝑒𝑠𝑡𝑖𝑣𝑒𝑟𝑚𝑜𝑠 – 𝑐𝑜𝑚𝑜 𝑒𝑠𝑡𝑎𝑚𝑜𝑠 – 𝑎𝑡𝑒𝑛𝑡𝑜𝑠 𝑎̀ 𝑐𝑜𝑚𝑢𝑛𝑖𝑐𝑎𝑐̧𝑎̃𝑜 𝑠𝑜𝑐𝑖𝑎𝑙, 𝑟𝑎𝑟𝑜 𝑒́ 𝑜 𝑑𝑖𝑎 𝑒𝑚 𝑞𝑢𝑒 𝑜𝑠 𝑡𝑒𝑚𝑎𝑠 𝑟𝑒𝑙𝑎𝑐𝑖𝑜𝑛𝑎𝑑𝑜𝑠 𝑐𝑜𝑚 𝑜𝑠 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟𝑒𝑠 (𝑜𝑢 𝑎 𝑓𝑎𝑙𝑡𝑎 𝑑𝑒𝑙𝑒𝑠), 𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠, 𝑎𝑠 𝑒𝑠𝑐𝑜𝑙𝑎𝑠 𝑒 𝑜 𝑒𝑛𝑠𝑖𝑛𝑜 𝑒𝑚 𝑔𝑒𝑟𝑎𝑙 𝑛𝑎̃𝑜 𝑒𝑠𝑡𝑎̃𝑜 𝑛𝑎 𝑜𝑟𝑑𝑒𝑚 𝑑𝑜 𝑑𝑖𝑎.

𝑉𝑎́𝑟𝑖𝑜𝑠 𝑒𝑠𝑡𝑢𝑑𝑜𝑠 𝑡𝑒̂𝑚 𝑣𝑖𝑛𝑑𝑜 𝑎 𝑙𝑢𝑚𝑒 𝑠𝑜𝑏𝑟𝑒 𝑑𝑢𝑎𝑠 𝑝𝑟𝑜𝑏𝑙𝑒𝑚𝑎́𝑡𝑖𝑐𝑎𝑠 𝑑𝑒 𝑔𝑟𝑎𝑛𝑑𝑒 𝑎𝑡𝑢𝑎𝑙𝑖𝑑𝑎𝑑𝑒: 𝑝𝑜𝑟 𝑢𝑚 𝑙𝑎𝑑𝑜, 𝑎 𝑗𝑎́ 𝑒𝑥𝑖𝑠𝑡𝑒𝑛𝑡𝑒 𝑒𝑠𝑐𝑎𝑠𝑠𝑒𝑧 𝑑𝑒 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟𝑒𝑠 𝑒, 𝑝𝑜𝑟 𝑜𝑢𝑡𝑟𝑜, 𝑠𝑜𝑏𝑟𝑒 𝑜𝑠 𝑒𝑓𝑒𝑖𝑡𝑜𝑠 𝑑𝑎 𝑝𝑎𝑛𝑑𝑒𝑚𝑖𝑎 𝑛𝑎𝑠 𝑎𝑝𝑟𝑒𝑛𝑑𝑖𝑧𝑎𝑔𝑒𝑛𝑠 𝑑𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠. 𝐷𝑒 𝑓𝑎𝑐𝑡𝑜, 𝑠𝑜𝑏𝑟𝑒 𝑎 𝑝𝑟𝑖𝑚𝑒𝑖𝑟𝑎, 𝑠𝑎𝑏𝑒𝑚𝑜𝑠 𝑞𝑢𝑒 𝑛𝑜𝑠 𝑝𝑟𝑜́𝑥𝑖𝑚𝑜𝑠 𝑎𝑛𝑜𝑠, 𝑝𝑟𝑎𝑡𝑖𝑐𝑎𝑚𝑒𝑛𝑡𝑒 𝑞𝑢𝑎𝑠𝑒 𝑡𝑜𝑑𝑜𝑠 𝑜𝑠 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟𝑒𝑠 𝑞𝑢𝑒 𝑠𝑎̃𝑜 𝑟𝑒𝑓𝑒𝑟𝑒̂𝑛𝑐𝑖𝑎 𝑛𝑎𝑠 𝑛𝑜𝑠𝑠𝑎𝑠 𝑒𝑠𝑐𝑜𝑙𝑎𝑠 – 𝑝𝑒𝑙𝑎 𝑠𝑢𝑎 𝑒𝑛𝑡𝑟𝑒𝑔𝑎 𝑎̀ 𝑝𝑟𝑜𝑓𝑖𝑠𝑠𝑎̃𝑜, 𝑝𝑒𝑙𝑎 𝑠𝑢𝑎 𝘩𝑢𝑚𝑎𝑛𝑖𝑑𝑎𝑑𝑒, 𝑝𝑒𝑙𝑜 𝑠𝑒𝑢 𝑒𝑠𝑝𝑖́𝑟𝑖𝑡𝑜 𝑑𝑒 𝑚𝑖𝑠𝑠𝑎̃𝑜, 𝑝𝑒𝑙𝑜𝑠 𝑐𝑎𝑟𝑔𝑜𝑠 𝑑𝑒𝑠𝑒𝑚𝑝𝑒𝑛𝘩𝑎𝑑𝑜𝑠 𝑐𝑜𝑚 𝑐𝑜𝑚𝑝𝑒𝑡𝑒̂𝑛𝑐𝑖𝑎, 𝑝𝑒𝑙𝑎 𝑝𝑒𝑑𝑎𝑔𝑜𝑔𝑖𝑎, 𝑝𝑒𝑙𝑜 𝑎𝑚𝑜𝑟 𝑎𝑜 𝑒𝑛𝑠𝑖𝑛𝑜 𝑒 𝑎𝑜 𝑎𝑙𝑢𝑛𝑜𝑠, 𝑡𝑒𝑟-𝑠𝑒-𝑎̃𝑜 𝑟𝑒𝑓𝑜𝑟𝑚𝑎𝑑𝑜. 𝐴 𝑒𝑠𝑐𝑜𝑙𝑎, 𝑐𝑜𝑚𝑜 𝑒𝑢 𝑎 𝑐𝑜𝑛𝘩𝑒𝑐𝑖, 𝑒𝑠𝑡𝑎́ 𝑎 𝑑𝑒𝑠𝑎𝑝𝑎𝑟𝑒𝑐𝑒𝑟 𝑡𝑜𝑑𝑜𝑠 𝑜𝑠 𝑑𝑖𝑎𝑠. 𝑅𝑒𝑐𝑜𝑟𝑑𝑜 𝑐𝑜𝑚 𝑠𝑎𝑢𝑑𝑎𝑑𝑒 𝑒 𝑢𝑚 𝑠𝑜𝑟𝑟𝑖𝑠𝑜 𝑛𝑜 𝑟𝑜𝑠𝑡𝑜 𝑜𝑠 𝑗𝑎𝑛𝑡𝑎𝑟𝑒𝑠 𝑑𝑒 𝑁𝑎𝑡𝑎𝑙, 𝑜𝑠 𝑎𝑙𝑚𝑜𝑐̧𝑜𝑠 𝑑𝑒 𝑃𝑎́𝑠𝑐𝑜𝑎, 𝑎𝑠 𝑠𝑎𝑟𝑑𝑖𝑛𝘩𝑎𝑑𝑎𝑠 𝑝𝑒𝑙𝑜 𝑆𝑎𝑛𝑡𝑜 𝐴𝑛𝑡𝑜́𝑛𝑖𝑜 𝑠𝑒𝑔𝑢𝑖𝑑𝑎𝑠 𝑑𝑒 𝑏𝑎𝑖𝑙𝑒 𝑐𝑜𝑚 𝑎𝑐𝑜𝑚𝑝𝑎𝑛𝘩𝑎𝑚𝑒𝑛𝑡𝑜 𝑚𝑢𝑠𝑖𝑐𝑎𝑙 𝑎 𝑝𝑟𝑒𝑐𝑒𝑖𝑡𝑜, 𝑎𝑠 𝑐𝑎𝑠𝑡𝑎𝑛𝘩𝑎𝑠 𝑒 𝑎 𝑗𝑒𝑟𝑜𝑝𝑖𝑔𝑎 𝑑𝑒𝑖𝑥𝑎𝑑𝑎 𝑛𝑎 𝑠𝑎𝑙𝑎 𝑑𝑜𝑠 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟𝑒𝑠, 𝑜𝑠 𝑙𝑎𝑛𝑐𝘩𝑒𝑠 𝑑𝑒 𝑐𝑎𝑑𝑎 𝑡𝑢𝑟𝑚𝑎 𝑛𝑜 𝑓𝑖𝑛𝑎𝑙 𝑑𝑒 𝑝𝑒𝑟𝑖́𝑜𝑑𝑜, 𝑐𝑜𝑚 𝑚𝑒𝑠𝑎𝑠 𝑟𝑒𝑝𝑙𝑒𝑡𝑎𝑠 𝑑𝑒 𝑡𝑢𝑑𝑜 𝑢𝑚 𝑝𝑜𝑢𝑐𝑜, 𝑎𝑠 𝑣𝑖𝑎𝑔𝑒𝑛𝑠 𝑒 𝑎𝑠 𝑣𝑖𝑠𝑖𝑡𝑎𝑠 𝑑𝑒 𝑒𝑠𝑡𝑢𝑑𝑜 𝑜𝑟𝑔𝑎𝑛𝑖𝑧𝑎𝑑𝑎𝑠 𝑒 𝑓𝑒𝑖𝑡𝑎𝑠 𝑐𝑜𝑚 𝑡𝑎𝑛𝑡𝑎 𝑎𝑙𝑒𝑔𝑟𝑖𝑎 𝑒 𝑐𝑜𝑚𝑝𝑎𝑛𝘩𝑒𝑖𝑟𝑖𝑠𝑚𝑜, 𝑎 𝑎𝑚𝑒𝑛𝑎 𝑐𝑎𝑣𝑎𝑞𝑢𝑒𝑖𝑟𝑎 𝑒𝑛𝑡𝑟𝑒 𝑎𝑙𝑢𝑛𝑜𝑠 𝑒 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟𝑒𝑠, 𝑛𝑜𝑠 𝑖𝑛𝑡𝑒𝑟𝑣𝑎𝑙𝑜𝑠 𝑑𝑎𝑠 𝑎𝑢𝑙𝑎𝑠, 𝑝𝑒𝑙𝑜𝑠 𝑐𝑜𝑟𝑟𝑒𝑑𝑜𝑟𝑒𝑠, 𝑛𝑜 𝑏𝑎𝑟 𝑜𝑢 𝑛𝑎 𝑠𝑎𝑙𝑎 𝑑𝑒 𝑐𝑜𝑛𝑣𝑖́𝑣𝑖𝑜… 𝐴𝑡𝑒́ 𝑟𝑒𝑐𝑜𝑟𝑑𝑜 𝑐𝑜𝑚 𝑐𝑎𝑟𝑖𝑛𝘩𝑜 𝑎𝑠 𝑚𝑢𝑖𝑡𝑎𝑠 𝑎𝑢𝑙𝑎𝑠 𝑑𝑎𝑑𝑎𝑠 𝑑𝑒 𝑙𝑢𝑣𝑎𝑠 𝑒 𝑔𝑜𝑟𝑟𝑜, 𝑞𝑢𝑎𝑛𝑑𝑜 𝑜 𝑓𝑟𝑖𝑜 𝑒𝑟𝑎 𝑖𝑛𝑠𝑢𝑝𝑜𝑟𝑡𝑎́𝑣𝑒𝑙 𝑒 𝑒𝑛𝑡𝑟𝑎𝑣𝑎 𝑝𝑒𝑙𝑎𝑠 𝑗𝑎𝑛𝑒𝑙𝑎𝑠 𝑞𝑢𝑒 𝑚𝑎𝑙 𝑓𝑒𝑐𝘩𝑎𝑣𝑎𝑚, 𝑜𝑠 𝑎𝑞𝑢𝑒𝑐𝑒𝑑𝑜𝑟𝑒𝑠 𝑞𝑢𝑒 𝑡𝑟𝑎𝑧𝑖́𝑎𝑚𝑜𝑠 𝑑𝑒 𝑐𝑎𝑠𝑎 𝑒 𝑐𝑜𝑙𝑜𝑐𝑎́𝑣𝑎𝑚𝑜𝑠, 𝑎̀𝑠 𝑒𝑠𝑐𝑜𝑛𝑑𝑖𝑑𝑎𝑠, 𝑝𝑎𝑟𝑎 𝑛𝑜𝑠 𝑎𝑞𝑢𝑒𝑐𝑒𝑟𝑚𝑜𝑠 𝑡𝑜𝑑𝑜𝑠, 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟𝑒𝑠 𝑒 𝑎𝑙𝑢𝑛𝑜𝑠. 𝑁𝑒𝑠𝑠𝑒𝑠 𝑡𝑒𝑚𝑝𝑜𝑠, 𝑓𝑎𝑧𝑖́𝑎𝑚𝑜𝑠 𝑡𝑢𝑑𝑜 𝑝𝑒𝑙𝑎 𝑒𝑠𝑐𝑜𝑙𝑎 𝑒 𝑒́𝑟𝑎𝑚𝑜𝑠 𝑓𝑒𝑙𝑖𝑧𝑒𝑠. 𝑄𝑢𝑒𝑚 𝑚𝑎𝑡𝑜𝑢 𝑎 𝑒𝑠𝑐𝑜𝑙𝑎 𝑝𝑢́𝑏𝑙𝑖𝑐𝑎? 𝑄𝑢𝑒𝑚 𝑛𝑜𝑠 𝑚𝑎𝑡𝑜𝑢?

𝑀𝑎𝑠 𝑒́ 𝑠𝑜𝑏𝑟𝑒 𝑜𝑠 𝑒𝑓𝑒𝑖𝑡𝑜𝑠 𝑑𝑎 𝑝𝑎𝑛𝑑𝑒𝑚𝑖𝑎 𝑛𝑜𝑠 𝑛𝑜𝑠𝑠𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑞𝑢𝑒 𝘩𝑜𝑗𝑒 𝑖𝑚𝑝𝑜𝑟𝑡𝑎 𝑓𝑎𝑙𝑎𝑟. 𝐶𝘩𝑒𝑔𝑎́𝑚𝑜𝑠 𝑎𝑜 𝑓𝑖𝑛𝑎𝑙 𝑑𝑜 𝑝𝑟𝑖𝑚𝑒𝑖𝑟𝑜 𝑝𝑒𝑟𝑖́𝑜𝑑𝑜 𝑑𝑒 𝑚𝑎𝑖𝑠 𝑢𝑚 𝑎𝑛𝑜 𝑒𝑠𝑐𝑜𝑙𝑎𝑟 𝑎𝑡𝑖́𝑝𝑖𝑐𝑜, 𝑒𝑚 𝑞𝑢𝑒 𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑎𝑝𝑒𝑠𝑎𝑟 𝑑𝑒 𝑒𝑠𝑡𝑎𝑟𝑒𝑚 𝑝𝑟𝑒𝑠𝑒𝑛𝑐𝑖𝑎𝑙𝑚𝑒𝑛𝑡𝑒 𝑛𝑎𝑠 𝑛𝑜𝑠𝑠𝑎𝑠 𝑠𝑎𝑙𝑎𝑠 𝑑𝑒 𝑎𝑢𝑙𝑎, 𝑡𝑟𝑎𝑛𝑠𝑝𝑜𝑟𝑡𝑎𝑚 𝑎̀𝑠 𝑐𝑜𝑠𝑡𝑎𝑠 𝑝𝑒𝑠𝑎𝑑𝑎𝑠 𝑚𝑜𝑐𝘩𝑖𝑙𝑎𝑠 𝑐𝑎𝑟𝑟𝑒𝑔𝑎𝑑𝑎𝑠 𝑑𝑒 𝑝𝑟𝑜𝑓𝑢𝑛𝑑𝑜𝑠 𝑡𝑟𝑎𝑢𝑚𝑎𝑠 𝑝𝑟𝑜𝑣𝑜𝑐𝑎𝑑𝑜𝑠 𝑝𝑒𝑙𝑜 𝑐𝑜𝑛𝑓𝑖𝑛𝑎𝑚𝑒𝑛𝑡𝑜 𝑒 𝑝𝑒𝑙𝑜𝑠 𝑑𝑜𝑖𝑠 𝑎𝑛𝑜𝑠 𝑙𝑒𝑡𝑖𝑣𝑜𝑠 𝑎𝑛𝑡𝑒𝑟𝑖𝑜𝑟𝑒𝑠, 𝑣𝑖𝑣𝑖𝑑𝑜𝑠 𝑐𝑜𝑚 𝑚𝑢𝑖𝑡𝑜 𝑒𝑠𝑓𝑜𝑟𝑐̧𝑜 𝑝𝑒𝑠𝑠𝑜𝑎𝑙 𝑒 𝑓𝑎𝑚𝑖𝑙𝑖𝑎𝑟, 𝑒𝑛𝑡𝑟𝑒 𝑒𝑛𝑠𝑖𝑛𝑜 𝑎̀ 𝑑𝑖𝑠𝑡𝑎̂𝑛𝑐𝑖𝑎 𝑒 𝑐𝑜𝑛𝑓𝑖𝑛𝑎𝑚𝑒𝑛𝑡𝑜. 𝑂 𝑒𝑠𝑡𝑢𝑑𝑜 𝐸𝑓𝑒𝑖𝑡𝑜𝑠 𝑑𝑎 𝑃𝑎𝑛𝑑𝑒𝑚𝑖𝑎 𝐶𝑜𝑣𝑖𝑑-𝟷𝟿 𝑛𝑎 𝐸𝑑𝑢𝑐𝑎𝑐̧𝑎̃𝑜: 𝑑𝑒𝑠𝑖𝑔𝑢𝑎𝑙𝑑𝑎𝑑𝑒𝑠 𝑒 𝑚𝑒𝑑𝑖𝑑𝑎𝑠 𝑑𝑒 𝑒𝑞𝑢𝑖𝑑𝑎𝑑𝑒”, 𝑠𝑜𝑙𝑖𝑐𝑖𝑡𝑎𝑑𝑜 𝑝𝑒𝑙𝑜 𝑃𝑎𝑟𝑙𝑎𝑚𝑒𝑛𝑡𝑜 𝑎𝑜 𝐶𝑜𝑛𝑠𝑒𝑙𝘩𝑜 𝑁𝑎𝑐𝑖𝑜𝑛𝑎𝑙 𝑑𝑒 𝐸𝑑𝑢𝑐𝑎𝑐̧𝑎̃𝑜, 𝑣𝑒𝑖𝑜 𝑎𝑝𝑒𝑛𝑎𝑠 𝑐𝑙𝑎𝑟𝑖𝑓𝑖𝑐𝑎𝑟 𝑗𝑢𝑛𝑡𝑜 𝑑𝑎 𝑜𝑝𝑖𝑛𝑖𝑎̃𝑜 𝑝𝑢́𝑏𝑙𝑖𝑐𝑎 𝑎𝑙𝑔𝑢𝑚𝑎𝑠 𝑑𝑎𝑠 𝑐𝑜𝑛𝑠𝑒𝑞𝑢𝑒̂𝑛𝑐𝑖𝑎𝑠 𝑜𝑏𝑠𝑒𝑟𝑣𝑎𝑑𝑎𝑠, 𝑠𝑒𝑛𝑡𝑖𝑑𝑎𝑠 𝑒 𝑣𝑖𝑣𝑖𝑑𝑎𝑠 𝑝𝑒𝑙𝑜𝑠 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟𝑒𝑠 𝑒 𝑑𝑒𝑐𝑜𝑟𝑟𝑒𝑛𝑡𝑒𝑠 𝑑𝑜 𝑐𝑜𝑛𝑡𝑎𝑐𝑡𝑜 𝑑𝑖𝑎́𝑟𝑖𝑜 𝑐𝑜𝑚 𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠. 𝑆𝑒 𝑜 𝑎𝑢𝑚𝑒𝑛𝑡𝑜 𝑑𝑎 𝑎𝑛𝑠𝑖𝑒𝑑𝑎𝑑𝑒 𝑒 𝑑𝑒 𝑒𝑠𝑡𝑎𝑑𝑜𝑠 𝑑𝑒 𝑑𝑒𝑝𝑟𝑒𝑠𝑠𝑎̃𝑜 𝑓𝑜𝑟𝑎𝑚 𝑢𝑚𝑎 𝑟𝑒𝑎𝑙𝑖𝑑𝑎𝑑𝑒 𝑐𝑜𝑛𝑠𝑡𝑎𝑡𝑎𝑑𝑎 𝑝𝑜𝑟 𝑡𝑜𝑑𝑜𝑠 𝑛𝑜́𝑠, 𝑒́ 𝑠𝑜𝑏𝑟𝑒𝑡𝑢𝑑𝑜 𝑛𝑎𝑠 𝑎𝑝𝑟𝑒𝑛𝑑𝑖𝑧𝑎𝑔𝑒𝑛𝑠 𝑞𝑢𝑒 𝑠𝑖𝑡𝑢𝑎𝑐̧𝑎̃𝑜 𝑒́ 𝑝𝑟𝑒𝑜𝑐𝑢𝑝𝑎𝑛𝑡𝑒.

𝐸𝑠𝑡𝑒 𝑝𝑟𝑖𝑚𝑒𝑖𝑟𝑜 𝑝𝑒𝑟𝑖́𝑜𝑑𝑜 𝑞𝑢𝑒 𝑎𝑔𝑜𝑟𝑎 𝑡𝑒𝑟𝑚𝑖𝑛𝑎 𝑑𝑒𝑐𝑜𝑟𝑟𝑒𝑢 𝑐𝑜𝑚 𝑎 𝑛𝑜𝑟𝑚𝑎𝑙𝑖𝑑𝑎𝑑𝑒 𝑝𝑜𝑠𝑠𝑖́𝑣𝑒𝑙. 𝑁𝑎𝑠 𝑒𝑠𝑐𝑜𝑙𝑎𝑠, 𝑠𝑒𝑛𝑡𝑖𝑟𝑎𝑚-𝑠𝑒 𝑎𝑠 𝑐𝑜𝑛𝑠𝑒𝑞𝑢𝑒̂𝑛𝑐𝑖𝑎𝑠 𝑛𝑜 𝑐𝑜𝑚𝑝𝑜𝑟𝑡𝑎𝑚𝑒𝑛𝑡𝑜 𝑒 𝑛𝑜 𝑎𝑝𝑟𝑜𝑣𝑒𝑖𝑡𝑎𝑚𝑒𝑛𝑡𝑜 𝑑𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑞𝑢𝑒 𝑒𝑥𝑝𝑒𝑟𝑖𝑒𝑛𝑐𝑖𝑎𝑟𝑎𝑚, 𝑛𝑜𝑠 𝑑𝑜𝑖𝑠 𝑎𝑛𝑜𝑠 𝑎𝑛𝑡𝑒𝑟𝑖𝑜𝑟𝑒𝑠, 𝑢𝑚𝑎 𝑒𝑠𝑐𝑜𝑙𝑎 𝑑𝑖𝑠𝑡𝑎𝑛𝑡𝑒 𝑒 𝑖𝑛𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑎. 𝑆𝑒, 𝑛𝑜 𝑞𝑢𝑒 𝑟𝑒𝑠𝑝𝑒𝑖𝑡𝑎 𝑎𝑜𝑠 𝑐𝑜𝑚𝑝𝑜𝑟𝑡𝑎𝑚𝑒𝑛𝑡𝑜𝑠, 𝑜𝑠 𝑝𝑟𝑜𝑏𝑙𝑒𝑚𝑎𝑠 𝑑𝑖𝑠𝑐𝑖𝑝𝑙𝑖𝑛𝑎𝑟𝑒𝑠 𝑎𝑢𝑚𝑒𝑛𝑡𝑎𝑟𝑎𝑚 𝑒 𝑜𝑠 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟𝑒𝑠 𝑙𝑖𝑑𝑎𝑚 𝑑𝑖𝑎𝑟𝑖𝑎𝑚𝑒𝑛𝑡𝑒 𝑐𝑜𝑚 𝑎𝑡𝑖𝑡𝑢𝑑𝑒𝑠 𝑑𝑖𝑠𝑓𝑢𝑛𝑐𝑖𝑜𝑛𝑎𝑖𝑠 𝑑𝑒𝑛𝑡𝑟𝑜 𝑒 𝑓𝑜𝑟𝑎 𝑑𝑎 𝑠𝑎𝑙𝑎 𝑑𝑒 𝑎𝑢𝑙𝑎, 𝑞𝑢𝑎𝑛𝑡𝑜 𝑎̀𝑠 𝑎𝑝𝑟𝑒𝑛𝑑𝑖𝑧𝑎𝑔𝑒𝑛𝑠, 𝑡𝑎𝑙𝑣𝑒𝑧 𝑡𝑒𝑛𝘩𝑎 𝑐𝘩𝑒𝑔𝑎𝑑𝑜 𝑎 𝘩𝑜𝑟𝑎 𝑑𝑒 𝑐𝘩𝑎𝑚𝑎𝑟 𝑎𝑠 𝑐𝑜𝑖𝑠𝑎𝑠 𝑝𝑒𝑙𝑜𝑠 𝑠𝑒𝑢𝑠 𝑛𝑜𝑚𝑒𝑠. 𝑂𝑠 𝑚𝑖𝑢́𝑑𝑜𝑠 𝑑𝑜 𝑠𝑒́𝑡𝑖𝑚𝑜 𝑎𝑛𝑜 𝑑𝑒 𝑒𝑠𝑐𝑜𝑙𝑎𝑟𝑖𝑑𝑎𝑑𝑒 𝑝𝑎𝑟𝑒𝑐𝑒𝑚 𝑡𝑒𝑟 𝑠𝑎𝑖́𝑑𝑜 𝑑𝑖𝑟𝑒𝑡𝑎𝑚𝑒𝑛𝑡𝑒 𝑑𝑜 𝑝𝑟𝑖𝑚𝑒𝑖𝑟𝑜 𝑐𝑖𝑐𝑙𝑜 𝑒, 𝑚𝑒𝑠𝑚𝑜 𝑚𝑢𝑖𝑡𝑜 𝑔𝑟𝑎𝑣𝑒, 𝑒́ 𝑜𝑏𝑠𝑒𝑟𝑣𝑎𝑟 𝑎𝑙𝑢𝑛𝑜𝑠 𝑑𝑜 𝑛𝑜𝑛𝑜 𝑎𝑛𝑜 𝑑𝑒 𝑒𝑠𝑐𝑜𝑙𝑎𝑟𝑖𝑑𝑎𝑑𝑒 𝑐𝑜𝑚 𝑎𝑡𝑖𝑡𝑢𝑑𝑒𝑠 𝑒 𝑐𝑜𝑛𝘩𝑒𝑐𝑖𝑚𝑒𝑛𝑡𝑜𝑠 𝑑𝑒 𝑠𝑒́𝑡𝑖𝑚𝑜. 𝑆𝑒 𝑎𝑛𝑎𝑙𝑖𝑠𝑎𝑟𝑚𝑜𝑠 𝑐𝑜𝑚 𝑎𝑡𝑒𝑛𝑐̧𝑎̃𝑜, 𝑛𝑜 𝑓𝑖𝑛𝑎𝑙 𝑑𝑒𝑠𝑡𝑒 𝑝𝑟𝑖𝑚𝑒𝑖𝑟𝑜 𝑝𝑒𝑟𝑖́𝑜𝑑𝑜, 𝑜𝑠 𝑟𝑒𝑠𝑢𝑙𝑡𝑎𝑑𝑜𝑠 𝑑𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑞𝑢𝑒 𝑒𝑛𝑡𝑟𝑎𝑟𝑎𝑚 𝑛𝑜 𝑠𝑒́𝑡𝑖𝑚𝑜 𝑎𝑛𝑜 𝑑𝑒 𝑒𝑠𝑐𝑜𝑙𝑎𝑟𝑖𝑑𝑎𝑑𝑒 𝑛𝑒𝑠𝑡𝑒 𝑎𝑛𝑜 𝑙𝑒𝑡𝑖𝑣𝑜, 𝑣𝑒𝑟𝑖𝑓𝑖𝑐𝑎𝑟𝑒𝑚𝑜𝑠 𝑎 𝑞𝑢𝑎𝑠𝑒 𝑎𝑢𝑠𝑒̂𝑛𝑐𝑖𝑎 𝑑𝑒 𝑐𝑜𝑚𝑝𝑒𝑡𝑒̂𝑛𝑐𝑖𝑎𝑠, 𝑐𝑜𝑛𝘩𝑒𝑐𝑖𝑚𝑒𝑛𝑡𝑜𝑠 𝑒 𝑎𝑡𝑖𝑡𝑢𝑑𝑒𝑠 𝑒𝑥𝑝𝑒𝑡𝑎́𝑣𝑒𝑖𝑠 𝑝𝑎𝑟𝑎 𝑜 𝑛𝑖́𝑣𝑒𝑙 𝑑𝑒 𝑒𝑠𝑐𝑜𝑙𝑎𝑟𝑖𝑑𝑎𝑑𝑒 𝑒𝑚 𝑞𝑢𝑒 𝑠𝑒 𝑒𝑛𝑐𝑜𝑛𝑡𝑟𝑎𝑚. 𝑂 𝑚𝑒𝑠𝑚𝑜 𝑠𝑒 𝑝𝑎𝑠𝑠𝑎 𝑐𝑜𝑚 𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑑𝑜 𝑛𝑜𝑛𝑜 𝑎𝑛𝑜 𝑑𝑒 𝑒𝑠𝑐𝑜𝑙𝑎𝑟𝑖𝑑𝑎𝑑𝑒 𝑞𝑢𝑒 𝑎𝑡𝑖𝑛𝑔𝑒𝑚 𝑒𝑠𝑡𝑒 𝑛𝑖́𝑣𝑒𝑙 𝑑𝑒 𝑒𝑛𝑠𝑖𝑛𝑜 – 𝑜 𝑢́𝑙𝑡𝑖𝑚𝑜 𝑑𝑎 𝑒𝑠𝑐𝑜𝑙𝑎𝑟𝑖𝑑𝑎𝑑𝑒 𝑏𝑎́𝑠𝑖𝑐𝑎 – 𝑐𝑜𝑚𝑜 𝑠𝑒 𝑎𝑔𝑜𝑟𝑎 𝑎 𝑒𝑠𝑡𝑖𝑣𝑒𝑠𝑠𝑒𝑚 𝑎 𝑖𝑛𝑖𝑐𝑖𝑎𝑟. 𝑆𝑎̃𝑜 𝑔𝑟𝑎𝑣𝑒𝑠 𝑒 𝑝𝑟𝑒𝑜𝑐𝑢𝑝𝑎𝑛𝑡𝑒𝑠 𝑎𝑠 𝑙𝑎𝑐𝑢𝑛𝑎𝑠, 𝑜𝑠 𝑝𝑟𝑜𝑏𝑙𝑒𝑚𝑎𝑠, 𝑜 𝑑𝑒𝑠𝑐𝑜𝑛𝘩𝑒𝑐𝑖𝑚𝑒𝑛𝑡𝑜, 𝑎 𝑖𝑚𝑎𝑡𝑢𝑟𝑖𝑑𝑎𝑑𝑒, 𝑎 𝑖𝑛𝑐𝑜𝑚𝑝𝑒𝑡𝑒̂𝑛𝑐𝑖𝑎 𝑛𝑜𝑠 𝑚𝑎𝑖𝑠 𝑣𝑎𝑟𝑖𝑎𝑑𝑜𝑠 𝑑𝑜𝑚𝑖́𝑛𝑖𝑜𝑠. 𝑃𝑜𝑟𝑒́𝑚, 𝑒́ 𝑒𝑚 𝑎𝑙𝑔𝑢𝑚𝑎𝑠 𝑡𝑢𝑟𝑚𝑎𝑠 𝑑𝑜 𝑒𝑛𝑠𝑖𝑛𝑜 𝑠𝑒𝑐𝑢𝑛𝑑𝑎́𝑟𝑖𝑜 𝑞𝑢𝑒 𝑎 𝑠𝑖𝑡𝑢𝑎𝑐̧𝑎̃𝑜 𝑝𝑎𝑟𝑒𝑐𝑒 𝑠𝑒𝑟 𝑣𝑒𝑟𝑑𝑎𝑑𝑒𝑖𝑟𝑎𝑚𝑒𝑛𝑡𝑒 𝑐𝑎𝑙𝑎𝑚𝑖𝑡𝑜𝑠𝑎, 𝑒𝑠𝑝𝑒𝑐𝑖𝑎𝑙𝑚𝑒𝑛𝑡𝑒 𝑠𝑒 𝑛𝑜𝑠 𝑓𝑜𝑐𝑎𝑟𝑚𝑜𝑠 𝑛𝑜 𝑞𝑢𝑒 𝑎𝑐𝑜𝑛𝑡𝑒𝑐𝑒 𝑛𝑜𝑠 𝑐𝑢𝑟𝑠𝑜𝑠 𝑝𝑟𝑜𝑓𝑖𝑠𝑠𝑖𝑜𝑛𝑎𝑖𝑠. 𝑆𝑎𝑏𝑒𝑚𝑜𝑠, 𝑝𝑜𝑟 𝑒𝑥𝑝𝑒𝑟𝑖𝑒̂𝑛𝑐𝑖𝑎 𝑝𝑟𝑜́𝑝𝑟𝑖𝑎 𝑒 𝑝𝑒𝑙𝑎 𝑙𝑖𝑡𝑒𝑟𝑎𝑡𝑢𝑟𝑎 𝑒𝑥𝑖𝑠𝑡𝑒𝑛𝑡𝑒, 𝑞𝑢𝑒 𝑒𝑠𝑡𝑒𝑠 𝑐𝑢𝑟𝑠𝑜𝑠 𝑠𝑎̃𝑜 𝑑𝑖𝑟𝑒𝑐𝑖𝑜𝑛𝑎𝑑𝑜𝑠 𝑝𝑎𝑟𝑎 𝑎 𝑣𝑖𝑑𝑎 𝑎𝑡𝑖𝑣𝑎 𝑒 𝑝𝑎𝑟𝑎 𝑢𝑚𝑎 𝑠𝑎𝑖́𝑑𝑎 𝑝𝑟𝑜𝑓𝑖𝑠𝑠𝑖𝑜𝑛𝑎𝑙. 𝑁𝑜 𝑒𝑛𝑡𝑎𝑛𝑡𝑜, 𝘩𝑎́ 𝑐𝑜𝑚𝑝𝑒𝑡𝑒̂𝑛𝑐𝑖𝑎𝑠 𝑒𝑠𝑠𝑒𝑛𝑐𝑖𝑎𝑖𝑠 𝑞𝑢𝑒 𝑛𝑎̃𝑜 𝑠𝑒𝑟𝑎̃𝑜, 𝑛𝑒𝑚 𝑑𝑒 𝑝𝑒𝑟𝑡𝑜 𝑛𝑒𝑚 𝑑𝑒 𝑙𝑜𝑛𝑔𝑒, 𝑟𝑒𝑐𝑢𝑝𝑒𝑟𝑎𝑑𝑎𝑠 𝑒/𝑜𝑢 𝑎𝑙𝑐𝑎𝑛𝑐̧𝑎𝑑𝑎𝑠. 𝑁𝑜 𝑞𝑢𝑒 𝑎𝑜𝑠 𝑐𝑢𝑟𝑠𝑜𝑠 𝑑𝑒 𝑝𝑟𝑜𝑠𝑠𝑒𝑔𝑢𝑖𝑚𝑒𝑛𝑡𝑜 𝑑𝑒 𝑒𝑠𝑡𝑢𝑑𝑜𝑠 𝑑𝑖𝑧 𝑟𝑒𝑠𝑝𝑒𝑖𝑡𝑜, 𝑠𝑜́ 𝑚𝑢𝑖𝑡𝑜 𝑒𝑠𝑓𝑜𝑟𝑐̧𝑜, 𝑑𝑒𝑑𝑖𝑐𝑎𝑐̧𝑎̃𝑜 𝑒 𝑡𝑟𝑎𝑏𝑎𝑙𝘩𝑜 𝑝𝑒𝑟𝑚𝑖𝑡𝑖𝑟𝑎̃𝑜 𝑞𝑢𝑒 𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑎𝑙𝑐𝑎𝑛𝑐𝑒𝑚 𝑎𝑠 𝑎𝑝𝑟𝑒𝑛𝑑𝑖𝑧𝑎𝑔𝑒𝑛𝑠 𝑒𝑠𝑠𝑒𝑛𝑐𝑖𝑎𝑖𝑠. 𝑂𝑠 𝑓𝑖𝑙𝘩𝑜𝑠 𝑑𝑎 𝑝𝑎𝑛𝑑𝑒𝑚𝑖𝑎 𝑛𝑎̃𝑜 𝑒𝑠𝑐𝑟𝑒𝑣𝑒𝑚, 𝑛𝑎̃𝑜 𝑓𝑎𝑙𝑎𝑚, 𝑛𝑎̃𝑜 𝑙𝑒̂𝑒𝑚, 𝑛𝑎̃𝑜 𝑐𝑜𝑚𝑝𝑟𝑒𝑒𝑛𝑑𝑒𝑚, 𝑛𝑎̃𝑜 𝑖𝑛𝑡𝑒𝑟𝑝𝑟𝑒𝑡𝑎𝑚, 𝑛𝑎̃𝑜 𝑝𝑒𝑛𝑠𝑎𝑚… 𝑂 𝑑𝑒𝑠𝑖𝑛𝑡𝑒𝑟𝑒𝑠𝑠𝑒 𝑝𝑒𝑙𝑎𝑠 𝑐𝑜𝑛𝑡𝑒𝑢́𝑑𝑜𝑠 𝑐𝑢𝑟𝑟𝑖𝑐𝑢𝑙𝑎𝑟𝑒𝑠 𝑒 𝑎 𝑎𝑙𝑖𝑒𝑛𝑎𝑐̧𝑎̃𝑜 𝑝𝑒𝑙𝑜 𝑐𝑜𝑛𝘩𝑒𝑐𝑖𝑚𝑒𝑛𝑡𝑜 𝑒𝑚 𝑔𝑒𝑟𝑎𝑙 𝑠𝑎̃𝑜 𝑝𝑒𝑟𝑖𝑔𝑜𝑠𝑎𝑚𝑒𝑛𝑡𝑒 𝑎𝑙𝑎𝑟𝑚𝑎𝑛𝑡𝑒𝑠. 𝑅𝑒𝑡𝑖𝑟𝑒𝑚-𝑙𝘩𝑒𝑠 𝑜 𝑡𝑒𝑙𝑒𝑚𝑜́𝑣𝑒𝑙 𝑒 𝑎𝑠 𝑟𝑒𝑑𝑒𝑠 𝑠𝑜𝑐𝑖𝑎𝑖𝑠 𝑒 𝑓𝑖𝑐𝑎𝑟𝑒𝑚𝑜𝑠 𝑝𝑒𝑟𝑎𝑛𝑡𝑒 𝑠𝑒𝑟𝑒𝑠 𝑑𝑒𝑠𝑝𝑟𝑜𝑣𝑖𝑑𝑜𝑠 𝑑𝑒 𝑞𝑢𝑎𝑙𝑞𝑢𝑒𝑟 𝑖𝑛𝑡𝑒𝑟𝑒𝑠𝑠𝑒. 𝑆𝑒 𝑎𝑛𝑡𝑒𝑠 𝑑𝑜𝑠 𝑐𝑜𝑛𝑓𝑖𝑛𝑎𝑚𝑒𝑛𝑡𝑜𝑠, 𝑜 𝑣𝑖́𝑐𝑖𝑜 𝑑𝑎 𝑡𝑒𝑐𝑛𝑜𝑙𝑜𝑔𝑖𝑎 𝑗𝑎́ 𝑒𝑟𝑎 𝑝𝑟𝑜𝑐𝑢𝑝𝑎𝑛𝑡𝑒, 𝑞𝑢𝑎𝑠𝑒 𝑑𝑜𝑖𝑠 𝑎𝑛𝑜𝑠 𝑑𝑒𝑝𝑜𝑖𝑠 𝑑𝑜 𝑝𝑟𝑖𝑚𝑒𝑖𝑟𝑜 𝑒𝑛𝑐𝑒𝑟𝑟𝑎𝑚𝑒𝑛𝑡𝑜 𝑑𝑎𝑠 𝑒𝑠𝑐𝑜𝑙𝑎𝑠, 𝑒𝑠𝑡𝑒𝑠 𝑐𝑜𝑚𝑝𝑜𝑟𝑡𝑎𝑚𝑒𝑡𝑜𝑠 𝑑𝑒 𝑎𝑑𝑖𝑐̧𝑎̃𝑜 𝑝𝑖𝑜𝑟𝑎𝑟𝑎𝑚 𝑒 𝑛𝑎𝑑𝑎 𝑣𝑜𝑙𝑡𝑎𝑟𝑎́ 𝑎 𝑠𝑒𝑟 𝑐𝑜𝑚𝑜 𝑎𝑛𝑡𝑒𝑠. 𝐴𝑙𝑔𝑢𝑛𝑠 𝑙𝑒𝑖𝑡𝑜𝑟𝑒𝑠 𝑑𝑖𝑟𝑎̃𝑜 𝑞𝑢𝑒 𝑛𝑒𝑚 𝑡𝑜𝑑𝑜𝑠 𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑠𝑎̃𝑜 𝑎𝑠𝑠𝑖𝑚. 𝑁𝑜́𝑠 𝑑𝑖𝑧𝑒𝑚𝑜𝑠 𝑞𝑢𝑒 𝑠𝑎̃𝑜 𝑐𝑎𝑑𝑎 𝑣𝑒𝑧 𝑚𝑎𝑖𝑠. 𝐽𝑎́ 𝑎𝑛𝑡𝑒𝑠 𝑑𝑎 𝑝𝑎𝑛𝑑𝑒𝑚𝑖𝑎, 𝑜 𝑛𝑒𝑢𝑟𝑜𝑐𝑖𝑒𝑛𝑡𝑖𝑠𝑡𝑎 𝑓𝑟𝑎𝑛𝑐𝑒̂𝑠 𝑀𝑖𝑐𝘩𝑒𝑙 𝐷𝑒𝑠𝑚𝑢𝑟𝑔𝑒𝑡, 𝑛𝑜 𝑠𝑒𝑢 𝑙𝑖𝑣𝑟𝑜 𝑑𝑒 𝟸𝟶𝟷𝟿 𝑖𝑛𝑡𝑖𝑡𝑢𝑙𝑎𝑑𝑜 𝐴 𝐹𝑎́𝑏𝑟𝑖𝑐𝑎 𝑑𝑒 𝐶𝑟𝑒𝑡𝑖𝑛𝑜𝑠 𝐷𝑖𝑔𝑖𝑡𝑎𝑖𝑠, 𝑐𝘩𝑎𝑚𝑎𝑣𝑎 𝑎 𝑎𝑡𝑒𝑛𝑐̧𝑎̃𝑜 𝑝𝑎𝑟𝑎 𝑎 𝑑𝑒𝑠𝑐𝑒𝑟𝑒𝑏𝑟𝑎𝑐̧𝑎̃𝑜 𝑝𝑟𝑜𝑣𝑜𝑐𝑎𝑑𝑎 𝑝𝑒𝑙𝑜 𝑢𝑠𝑜 𝑒 𝑎𝑏𝑢𝑠𝑜 𝑑𝑜𝑠 𝑟𝑒𝑐𝑢𝑟𝑠𝑜𝑠 𝑑𝑖𝑔𝑖𝑡𝑎𝑖𝑠 𝑝𝑜𝑟 𝑝𝑎𝑟𝑡𝑒 𝑑𝑜𝑠 𝑗𝑜𝑣𝑒𝑛𝑠. 𝐴𝑠𝑠𝑜𝑐𝑖𝑎𝑛𝑑𝑜 𝑜 𝑣𝑖́𝑐𝑖𝑜 𝑑𝑜 𝑑𝑖𝑔𝑖𝑡𝑎𝑙 𝑎𝑜 𝑐𝑟𝑎𝑐𝑘, 𝐷𝑒𝑠𝑚𝑢𝑟𝑔𝑒𝑡 𝑎𝑙𝑒𝑟𝑡𝑎 𝑝𝑎𝑟𝑎 𝑎𝑙𝑔𝑢𝑚𝑎𝑠 𝑐𝑜𝑛𝑠𝑒𝑞𝑢𝑒̂𝑛𝑐𝑖𝑎𝑠 𝑑𝑜 𝑢𝑠𝑜 𝑒𝑥𝑎𝑔𝑒𝑟𝑎𝑑𝑜 𝑑𝑜𝑠 𝑟𝑒𝑐𝑢𝑟𝑠𝑜𝑠 𝑑𝑖𝑔𝑖𝑡𝑎𝑖𝑠 𝑐𝑜𝑚𝑜 𝑎 𝑑𝑖𝑚𝑖𝑛𝑢𝑖𝑐̧𝑎̃𝑜 𝑑𝑎 𝑐𝑎𝑝𝑎𝑐𝑖𝑑𝑎𝑑𝑒 𝑙𝑖𝑛𝑔𝑢𝑖́𝑠𝑡𝑖𝑐𝑎 𝑒 𝑐𝑜𝑚𝑢𝑛𝑖𝑐𝑎𝑡𝑖𝑣𝑎, 𝑑𝑎 𝑐𝑜𝑛𝑐𝑒𝑛𝑡𝑟𝑎𝑐̧𝑎̃𝑜 𝑒 𝑑𝑜 𝑐𝑜𝑛𝘩𝑒𝑐𝑖𝑚𝑒𝑛𝑡𝑜 𝑑𝑒 𝑐𝑜𝑛𝑡𝑒𝑥𝑡𝑜. 𝐸𝑠𝑡𝑎𝑚𝑜𝑠 𝑝𝑒𝑟𝑎𝑛𝑡𝑒 𝑢𝑚 𝑎𝑑𝑚𝑖𝑟𝑎́𝑣𝑒𝑙 𝑚𝑢𝑛𝑑𝑜 𝑛𝑜𝑣𝑜 𝑐𝑜𝑚 𝑜 𝑞𝑢𝑎𝑙 𝑎 𝑒𝑠𝑐𝑜𝑙𝑎 𝑒 𝑜𝑠 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟𝑒𝑠 𝑛𝑎̃𝑜 𝑐𝑜𝑛𝑠𝑒𝑔𝑢𝑒𝑚 𝑐𝑜𝑚𝑝𝑒𝑡𝑖𝑟.

𝑁𝑎̃𝑜 𝑐𝑢𝑙𝑝𝑒𝑚𝑜𝑠 𝑎𝑝𝑒𝑛𝑎𝑠 𝑎 𝑝𝑎𝑛𝑑𝑒𝑚𝑖𝑎! 𝑇𝑜𝑑𝑜𝑠 𝑜𝑠 𝑝𝑟𝑜𝑏𝑙𝑒𝑚𝑎𝑠 𝑐𝑜𝑚 𝑞𝑢𝑒 𝘩𝑜𝑗𝑒 𝑛𝑜𝑠 𝑑𝑒𝑝𝑎𝑟𝑎𝑚𝑜𝑠 𝑣𝑖𝑛𝘩𝑎𝑚 𝑎 𝑑𝑎𝑟 𝑠𝑖𝑛𝑎𝑖𝑠 𝑑𝑒 𝑎𝑙𝑒𝑟𝑡𝑎 𝘩𝑎́ 𝑚𝑢𝑖𝑡𝑜 𝑡𝑒𝑚𝑝𝑜 𝑒 𝑛𝑜́𝑠, 𝑛𝑎𝑠 𝑒𝑠𝑐𝑜𝑙𝑎𝑠, 𝑡𝑖́𝑛𝘩𝑎𝑚𝑜𝑠 𝑎 𝑐𝑜𝑛𝑠𝑐𝑖𝑒̂𝑛𝑐𝑖𝑎 𝑝𝑙𝑒𝑛𝑎 𝑑𝑒 𝑞𝑢𝑒 𝑜 𝑓𝑢𝑡𝑢𝑟𝑜 𝑑𝑜 𝑒𝑛𝑠𝑖𝑛𝑜 𝑝𝑢́𝑏𝑙𝑖𝑐𝑜 𝑛𝑎̃𝑜 𝑠𝑒 𝑎𝑣𝑖𝑧𝑖𝑛𝘩𝑎𝑣𝑎 𝑠𝑜𝑟𝑟𝑖𝑑𝑒𝑛𝑡𝑒. 𝑆𝑒 𝑜𝑠 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟𝑒𝑠 𝑓𝑖𝑐𝑎𝑟𝑎𝑚 𝑎𝑖𝑛𝑑𝑎 𝑚𝑎𝑖𝑠 𝑎𝑠𝑠𝑜𝑏𝑒𝑟𝑏𝑎𝑑𝑜𝑠 𝑑𝑒 𝑡𝑎𝑟𝑒𝑓𝑎𝑠 𝑏𝑢𝑟𝑜𝑐𝑟𝑎́𝑡𝑖𝑐𝑎𝑠 𝑒 𝑣𝑖𝑟𝑎𝑚 𝑎 𝑠𝑢𝑎 𝑐𝑜𝑛𝑑𝑖𝑐̧𝑎̃𝑜 𝑝𝑟𝑜𝑓𝑖𝑠𝑠𝑖𝑜𝑛𝑎𝑙 𝑑𝑒𝑔𝑟𝑎𝑑𝑎𝑟-𝑠𝑒 𝑑𝑒 𝑎𝑛𝑜 𝑝𝑎𝑟𝑎 𝑎𝑛𝑜, 𝑒́ 𝑑𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑞𝑢𝑒 𝑖𝑚𝑝𝑜𝑟𝑡𝑎 𝑐𝑢𝑖𝑑𝑎𝑟. 𝐶𝑜𝑛𝑠𝑒𝑔𝑢𝑖𝑟𝑒𝑚𝑜𝑠, 𝑎𝑡𝑟𝑎𝑣𝑒́𝑠 𝑑𝑎𝑠 𝑎𝑝𝑟𝑒𝑛𝑑𝑖𝑧𝑎𝑔𝑒𝑛𝑠 𝑒𝑠𝑠𝑒𝑛𝑐𝑖𝑎𝑖𝑠, 𝑟𝑒𝑐𝑢𝑝𝑒𝑟𝑎𝑟 𝑒𝑠𝑡𝑒𝑠 𝑖𝑛𝑑𝑖𝑣𝑖́𝑑𝑢𝑜𝑠 𝑞𝑢𝑒 𝑣𝑖𝑟𝑎𝑚 𝑎𝑠 𝑠𝑢𝑎𝑠 𝑣𝑖𝑑𝑎𝑠 𝑣𝑖𝑟𝑎𝑑𝑎𝑠 𝑑𝑜 𝑎𝑣𝑒𝑠𝑠𝑜? 𝐹𝑎𝑐𝑖𝑙𝑖𝑡𝑎𝑟𝑒𝑚𝑜𝑠 𝑎𝑖𝑛𝑑𝑎 𝑚𝑎𝑖𝑠 𝑑𝑜 𝑞𝑢𝑒 𝑎𝑛𝑡𝑒𝑠, 𝑑𝑒 𝑓𝑜𝑟𝑚𝑎 𝑎 𝑝𝑒𝑟𝑚𝑖𝑡𝑖𝑟 𝑞𝑢𝑒 𝑜 𝑖𝑛𝑠𝑢𝑐𝑒𝑠𝑠𝑜 𝑛𝑎̃𝑜 𝑎𝑙𝑎𝑠𝑡𝑟𝑒? 𝐶𝑜𝑚𝑜 𝑒𝑛𝑐𝑜𝑛𝑡𝑟𝑎𝑟 𝑡𝑒𝑚𝑝𝑜 𝑝𝑎𝑟𝑎 𝑒𝑛𝑠𝑖𝑛𝑎𝑟 𝑒 𝑎𝑣𝑎𝑙𝑖𝑎𝑟 𝑒𝑓𝑖𝑐𝑎𝑧𝑚𝑒𝑛𝑡𝑒, 𝑛𝑎̃𝑜 𝑒𝑠𝑡𝑎𝑛𝑑𝑜 𝑝𝑟𝑒𝑣𝑖𝑠𝑡𝑎𝑠 𝑛𝑜𝑠 𝘩𝑜𝑟𝑎́𝑟𝑖𝑜𝑠 𝑑𝑜𝑠 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟𝑒𝑠 𝑎𝑠 𝑖𝑛𝑡𝑒𝑟𝑚𝑖𝑛𝑎́𝑣𝑒𝑖𝑠 𝘩𝑜𝑟𝑎𝑠 𝑔𝑎𝑠𝑡𝑎𝑠 𝑎 𝑎𝑣𝑎𝑙𝑖𝑎𝑟? 𝐶𝑜𝑚𝑜 𝑚𝑜𝑠𝑡𝑟𝑎𝑟 𝑎𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑒 𝑒𝑛𝑐𝑎𝑟𝑟𝑒𝑔𝑎𝑑𝑜𝑠 𝑑𝑒 𝑒𝑑𝑢𝑐𝑎𝑐̧𝑎̃𝑜 𝑎 𝑖𝑚𝑝𝑜𝑟𝑡𝑎̂𝑛𝑐𝑖𝑎 𝑑𝑎 𝑒𝑠𝑐𝑜𝑙𝑎 𝑒 𝑑𝑜 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟, 𝑞𝑢𝑎𝑛𝑑𝑜 𝑜𝑠 𝑛𝑜𝑠𝑠𝑜𝑠 𝑔𝑜𝑣𝑒𝑟𝑛𝑎𝑛𝑡𝑒𝑠 𝑠𝑎̃𝑜 𝑜𝑠 𝑝𝑟𝑖𝑚𝑒𝑖𝑟𝑜𝑠 𝑎 𝑐𝑜𝑛𝑡𝑎𝑟 𝑐𝑜𝑚 𝑜 𝑛𝑜𝑠𝑠𝑜 𝑒𝑠𝑝𝑖́𝑟𝑖𝑡𝑜 𝑑𝑒 𝑚𝑖𝑠𝑠𝑎̃𝑜? 𝐸 𝑞𝑢𝑒𝑚 𝑠𝑎̃𝑜 𝑒𝑠𝑡𝑒𝑠 𝑗𝑜𝑣𝑒𝑛𝑠 𝑞𝑢𝑒 𝑟𝑒𝑔𝑟𝑒𝑠𝑠𝑎𝑟𝑎𝑚 𝑎̀ 𝑒𝑠𝑐𝑜𝑙𝑎, 𝑠𝑒𝑚 𝑒𝑠𝑝𝑒𝑟𝑎𝑛𝑐̧𝑎 𝑛𝑒𝑚 𝑚𝑜𝑡𝑖𝑣𝑎𝑐̧𝑎̃𝑜, 𝑡𝑒𝑚𝑒𝑛𝑡𝑒𝑠 𝑎 𝑢𝑚 𝑛𝑜𝑣𝑜 𝑐𝑜𝑛𝑓𝑖𝑛𝑎𝑚𝑒𝑛𝑡𝑜, 𝑖𝑛𝑐𝑎𝑝𝑎𝑧𝑒𝑠 𝑑𝑒 𝑝𝑒𝑟𝑐𝑒𝑏𝑒𝑟 𝑎𝑖𝑛𝑑𝑎 𝑜 𝑖𝑚𝑝𝑎𝑐𝑡𝑜 𝑞𝑢𝑒 𝑒𝑠𝑡𝑒𝑠 𝑑𝑜𝑖𝑠 𝑎𝑛𝑜𝑠 𝑣𝑖𝑟𝑎̃𝑜 𝑎 𝑡𝑒𝑟 𝑛𝑎𝑠 𝑠𝑢𝑎𝑠 𝑣𝑖𝑑𝑎𝑠?

* Professora e formadora e vive em Lisboa. Tem dedicado a sua vida ao ensino público e à escrita. Como formadora, deu cursos da área comportamental em variadíssimas empresas. Como professora, trabalha há trinta anos na escola Secundária D. Dinis, na zona oriental de Lisboa, onde tem ensinado Português a alunos do 7º ao 12º anos de escolaridade. Na sua faceta de escritora, publicou sob chancela da Editora Colibri, os seguintes títulos: Entre Dois Mundos Entre Duas Línguas (2007); Eu Mulher de Mim (2009); O Homem das Violetas Roxas (2011); Rios de Paixão (2015) e Solidão d’Amor e Ópio (2019). Colabora ainda como cronista na Revista Mais Alentejo desde 2010. Carmo Miranda Machado é mestre em Ciências da Educação pela Universidade Católica Portuguesa e licenciada em Estudos Anglo- Portugueses pela Universidade Nova de Lisboa.

IN "VISÃO"- 21/12/21  .