MARIA FERNANDA SANTOS SOUZA

 .

Como as escolas garantem

 a inclusão de crianças

 e jovens imigrantes?

No ano letivo 2019/2020, 73,7% dos estudantes imigrantes concluiu a escolaridade obrigatória, enquanto 91,2% dos portugueses o fizeram.

𝑂𝑛𝑡𝑒𝑚 𝑟𝑒𝑡𝑜𝑚𝑎𝑟𝑎𝑚-𝑠𝑒 𝑎𝑠 𝑎𝑢𝑙𝑎𝑠 𝑒𝑚 𝑡𝑜𝑑𝑎𝑠 𝑎𝑠 𝑒𝑠𝑐𝑜𝑙𝑎𝑠 𝑝𝑢́𝑏𝑙𝑖𝑐𝑎𝑠 𝑑𝑜 𝑝𝑎𝑖́𝑠. 𝐴𝑜 𝑞𝑢𝑒 𝑡𝑢𝑑𝑜 𝑖𝑛𝑑𝑖𝑐𝑎, 𝑠𝑒𝑟𝑎́ 𝑚𝑎𝑖𝑠 𝑢𝑚 𝑝𝑒𝑟𝑖́𝑜𝑑𝑜 𝑑𝑒 𝑚𝑎́𝑠𝑐𝑎𝑟𝑎𝑠, 𝑡𝑒𝑠𝑡𝑒𝑠, 𝑖𝑠𝑜𝑙𝑎𝑚𝑒𝑛𝑡𝑜 𝑒 𝑚𝑢𝑖𝑡𝑎𝑠 𝑖𝑛𝑐𝑒𝑟𝑡𝑒𝑧𝑎𝑠 𝑞𝑢𝑎𝑛𝑡𝑜 𝑎̀𝑠 𝑐𝑜𝑛𝑠𝑒𝑞𝑢𝑒̂𝑛𝑐𝑖𝑎𝑠 𝑑𝑎 𝑝𝑎𝑛𝑑𝑒𝑚𝑖𝑎 𝑝𝑎𝑟𝑎 𝑜𝑠 𝑒𝑠𝑡𝑎𝑏𝑒𝑙𝑒𝑐𝑖𝑚𝑒𝑛𝑡𝑜𝑠 𝑑𝑒 𝑒𝑛𝑠𝑖𝑛𝑜, 𝑜𝑠 𝑒𝑑𝑢𝑐𝑎𝑑𝑜𝑟𝑒𝑠 𝑒 𝑎𝑠 𝑓𝑎𝑚𝑖́𝑙𝑖𝑎𝑠 𝑞𝑢𝑒 𝑡𝑒̂𝑚 𝑐𝑟𝑖𝑎𝑛𝑐̧𝑎𝑠 𝑒 𝑗𝑜𝑣𝑒𝑛𝑠 𝑎 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑡𝑎𝑟 𝑎𝑠 𝑒𝑠𝑐𝑜𝑙𝑎𝑠

𝑇𝑎𝑖𝑠 𝑐𝑜𝑛𝑠𝑒𝑞𝑢𝑒̂𝑛𝑐𝑖𝑎𝑠, 𝑛𝑜 𝑒𝑛𝑡𝑎𝑛𝑡𝑜, 𝑛𝑎̃𝑜 𝑠𝑒 𝑚𝑎𝑛𝑖𝑓𝑒𝑠𝑡𝑎𝑚 𝑑𝑒 𝑖𝑔𝑢𝑎𝑙 𝑓𝑜𝑟𝑚𝑎 𝑝𝑎𝑟𝑎 𝑡𝑜𝑑𝑜𝑠: 𝘩𝑎́ 𝑔𝑟𝑢𝑝𝑜𝑠 𝑑𝑒 𝑎𝑙𝑢𝑛𝑜𝑠 𝑚𝑎𝑖𝑠 𝑣𝑢𝑙𝑛𝑒𝑟𝑎́𝑣𝑒𝑖𝑠 𝑎̀𝑠 𝑓𝑎𝑙𝘩𝑎𝑠 𝑑𝑜 𝑠𝑖𝑠𝑡𝑒𝑚𝑎 𝑑𝑜 𝑞𝑢𝑒 𝑜𝑢𝑡𝑟𝑜𝑠, 𝑐𝑜𝑚 𝑜𝑢 𝑠𝑒𝑚 𝑝𝑎𝑛𝑑𝑒𝑚𝑖𝑎. 𝐸𝑛𝑡𝑟𝑒 𝑒𝑠𝑠𝑒𝑠 𝑔𝑟𝑢𝑝𝑜𝑠, 𝘩𝑎́ 𝑜 𝑞𝑢𝑒 𝑐𝑜𝑟𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑒 𝑎 𝟼,𝟽% 𝑑𝑜 𝑡𝑜𝑡𝑎𝑙 𝑑𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑚𝑎𝑡𝑟𝑖𝑐𝑢𝑙𝑎𝑑𝑜𝑠 𝑛𝑜 𝑒𝑛𝑠𝑖𝑛𝑜 𝑏𝑎́𝑠𝑖𝑐𝑜 𝑒 𝑠𝑒𝑐𝑢𝑛𝑑𝑎́𝑟𝑖𝑜 𝑝𝑜𝑟𝑡𝑢𝑔𝑢𝑒̂𝑠 – 𝑜𝑠 𝑑𝑒 𝑛𝑎𝑐𝑖𝑜𝑛𝑎𝑙𝑖𝑑𝑎𝑑𝑒 𝑒𝑠𝑡𝑟𝑎𝑛𝑔𝑒𝑖𝑟𝑎, 𝑞𝑢𝑒, 𝑛𝑜 𝑎𝑛𝑜 𝑙𝑒𝑡𝑖𝑣𝑜 𝑑𝑒 𝟸𝟶𝟷𝟿/𝟸𝟶𝟸𝟶, 𝑒𝑟𝑎𝑚 𝑚𝑎𝑖𝑠 𝑑𝑒 𝟼𝟾 𝟶𝟶𝟶, 𝟷𝟻 𝟶𝟶𝟶 𝑎 𝑚𝑎𝑖𝑠 𝑑𝑜 𝑞𝑢𝑒 𝑛𝑜 𝑎𝑛𝑜 𝑎𝑛𝑡𝑒𝑟𝑖𝑜𝑟 𝑒 𝑜 𝑚𝑎𝑖𝑜𝑟 𝑛𝑢́𝑚𝑒𝑟𝑜 𝑗𝑎́ 𝑟𝑒𝑔𝑖𝑠𝑡𝑎𝑑𝑜. 𝑆𝑎̃𝑜 𝑒𝑙𝑒𝑠 𝑑𝑒 𝟷𝟽𝟿 𝑛𝑎𝑐𝑖𝑜𝑛𝑎𝑙𝑖𝑑𝑎𝑑𝑒𝑠 𝑑𝑖𝑓𝑒𝑟𝑒𝑛𝑡𝑒𝑠, 𝑞𝑢𝑒 𝑡𝑟𝑎𝑧𝑒𝑚 𝑏𝑎𝑔𝑎𝑔𝑒𝑛𝑠 𝑚𝑢𝑖𝑡𝑜 𝑑𝑖𝑣𝑒𝑟𝑠𝑎𝑠 (𝑒 𝑝𝑜𝑟 𝑣𝑒𝑧𝑒𝑠, 𝑚𝑎𝑖𝑠 𝑝𝑒𝑠𝑎𝑑𝑎𝑠) 𝑒 𝑒𝑥𝑝𝑒𝑟𝑖𝑒̂𝑛𝑐𝑖𝑎𝑠 𝑐𝑢𝑙𝑡𝑢𝑟𝑎𝑖𝑠 𝑚𝑢́𝑙𝑡𝑖𝑝𝑙𝑎𝑠.

𝑈𝑚 𝑟𝑒𝑙𝑎𝑡𝑜́𝑟𝑖𝑜 𝑑𝑖𝑣𝑢𝑙𝑔𝑎𝑑𝑜 𝑛𝑜 𝑚𝑒̂𝑠 𝑝𝑎𝑠𝑠𝑎𝑑𝑜 𝑝𝑒𝑙𝑎 𝑂𝐶𝐷𝐸 (𝑂𝑟𝑔𝑎𝑛𝑖𝑧𝑎𝑐̧𝑎̃𝑜 𝑝𝑎𝑟𝑎 𝑎 𝐶𝑜𝑜𝑝𝑒𝑟𝑎𝑐̧𝑎̃𝑜 𝑒 𝐷𝑒𝑠𝑒𝑛𝑣𝑜𝑙𝑣𝑖𝑚𝑒𝑛𝑡𝑜 𝐸𝑐𝑜𝑛𝑜́𝑚𝑖𝑐𝑜) 𝑟𝑒𝑡𝑜𝑚𝑜𝑢 𝑑𝑎𝑑𝑜𝑠 𝑖𝑚𝑝𝑜𝑟𝑡𝑎𝑛𝑡𝑒𝑠 𝑠𝑜𝑏𝑟𝑒 𝑎 𝑝𝑜𝑝𝑢𝑙𝑎𝑐̧𝑎̃𝑜 𝑗𝑜𝑣𝑒𝑚 𝑖𝑚𝑖𝑔𝑟𝑎𝑛𝑡𝑒 𝑒 𝑜 𝑠𝑒𝑢 𝑑𝑒𝑠𝑒𝑚𝑝𝑒𝑛𝘩𝑜 𝑎𝑐𝑎𝑑𝑒́𝑚𝑖𝑐𝑜 𝑛𝑜 𝑢́𝑙𝑡𝑖𝑚𝑜 𝑃𝐼𝑆𝐴 (𝑃𝑟𝑜𝑔𝑟𝑎𝑚𝑎 𝐼𝑛𝑡𝑒𝑟𝑛𝑎𝑐𝑖𝑜𝑛𝑎𝑙 𝑑𝑒 𝐴𝑣𝑎𝑙𝑖𝑎𝑐̧𝑎̃𝑜 𝑑𝑒 𝐸𝑠𝑡𝑢𝑑𝑎𝑛𝑡𝑒𝑠), 𝑒𝑚 𝟸𝟶𝟷𝟾.

𝑈𝑚 𝑑𝑜𝑠 𝑓𝑎𝑐𝑡𝑜𝑠 𝑞𝑢𝑒 𝑜 𝑟𝑒𝑙𝑎𝑡𝑜́𝑟𝑖𝑜 𝑟𝑒𝑣𝑒𝑙𝑜𝑢 𝑒́ 𝑞𝑢𝑒 𝑒𝑚 𝑃𝑜𝑟𝑡𝑢𝑔𝑎𝑙 𝑎 𝑑𝑖𝑓𝑒𝑟𝑒𝑛𝑐̧𝑎 𝑒𝑛𝑡𝑟𝑒 𝑎 𝑝𝑒𝑟𝑓𝑜𝑟𝑚𝑎𝑛𝑐𝑒 𝑎𝑐𝑎𝑑𝑒́𝑚𝑖𝑐𝑎 𝑑𝑜𝑠 𝑒𝑠𝑡𝑢𝑑𝑎𝑛𝑡𝑒𝑠 𝑖𝑚𝑖𝑔𝑟𝑎𝑛𝑡𝑒𝑠 𝑑𝑒 𝑝𝑟𝑖𝑚𝑒𝑖𝑟𝑎 𝑔𝑒𝑟𝑎𝑐̧𝑎̃𝑜 (𝑜𝑠 𝑞𝑢𝑒 𝑛𝑎̃𝑜 𝑛𝑎𝑠𝑐𝑒𝑟𝑎𝑚 𝑛𝑜 𝑝𝑎𝑖́𝑠 𝑒 𝑡𝑒̂𝑚 𝑝𝑎𝑖𝑠/𝑡𝑢𝑡𝑜𝑟𝑒𝑠 𝑡𝑎𝑚𝑏𝑒́𝑚 𝑒𝑠𝑡𝑟𝑎𝑛𝑔𝑒𝑖𝑟𝑜𝑠) 𝑒 𝑜𝑠 𝑛𝑎𝑡𝑖𝑣𝑜𝑠 𝑒́ 𝑑𝑒 𝑚𝑎𝑖𝑠 𝑑𝑒 𝟹𝟶 𝑝𝑜𝑛𝑡𝑜𝑠, 𝑝𝑎𝑟𝑎 𝑚𝑒𝑛𝑜𝑠. 𝐸𝑠𝑡𝑒𝑠 𝑚𝑒𝑠𝑚𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑖𝑚𝑖𝑔𝑟𝑎𝑛𝑡𝑒𝑠 𝑡𝑎𝑚𝑏𝑒́𝑚 𝑡𝑒̂𝑚 𝟸𝟷% 𝑎 𝑚𝑒𝑛𝑜𝑠 𝑑𝑒 𝑝𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑑𝑎𝑑𝑒 𝑑𝑒 𝑠𝑒𝑟𝑒𝑚 𝑎𝑐𝑎𝑑𝑒𝑚𝑖𝑐𝑎𝑚𝑒𝑛𝑡𝑒, 𝑠𝑜𝑐𝑖𝑎𝑙𝑚𝑒𝑛𝑡𝑒 𝑒 𝑒𝑚𝑜𝑐𝑖𝑜𝑛𝑎𝑙𝑚𝑒𝑛𝑡𝑒 𝑟𝑒𝑠𝑖𝑙𝑖𝑒𝑛𝑡𝑒𝑠, 𝑒𝑚 𝑐𝑜𝑚𝑝𝑎𝑟𝑎𝑐̧𝑎̃𝑜 𝑐𝑜𝑚 𝑜𝑠 𝑛𝑎𝑡𝑖𝑣𝑜𝑠.

𝑂 𝑟𝑒𝑙𝑎𝑡𝑜́𝑟𝑖𝑜 𝑡𝑎𝑚𝑏𝑒́𝑚 𝑖𝑛𝑑𝑖𝑐𝑜𝑢 𝑞𝑢𝑒 𝑞𝑢𝑎𝑠𝑒 𝟻𝟶% 𝑑𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑖𝑚𝑖𝑔𝑟𝑎𝑛𝑡𝑒𝑠 𝑑𝑒 𝑝𝑟𝑖𝑚𝑒𝑖𝑟𝑎 𝑔𝑒𝑟𝑎𝑐̧𝑎̃𝑜 𝑒𝑚 𝑃𝑜𝑟𝑡𝑢𝑔𝑎𝑙 𝑒𝑟𝑎𝑚 𝑐𝑜𝑛𝑠𝑖𝑑𝑒𝑟𝑎𝑑𝑜𝑠 “𝑙𝑎𝑡𝑒 𝑎𝑟𝑟𝑖𝑣𝑎𝑙𝑠” – 𝑐𝘩𝑒𝑔𝑎𝑟𝑎𝑚 𝑎𝑜 𝑝𝑎𝑖́𝑠 𝑎𝑝𝑜́𝑠 𝑜𝑠 𝟷𝟸 𝑎𝑛𝑜𝑠 𝑑𝑒 𝑖𝑑𝑎𝑑𝑒. 𝐸𝑠𝑡𝑒𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑔𝑒𝑟𝑎𝑙𝑚𝑒𝑛𝑡𝑒 𝑒𝑛𝑓𝑟𝑒𝑛𝑡𝑎𝑚 𝑚𝑎𝑖𝑜𝑟𝑒𝑠 𝑑𝑖𝑓𝑖𝑐𝑢𝑙𝑑𝑎𝑑𝑒𝑠 𝑑𝑒 𝑎𝑑𝑎𝑝𝑡𝑎𝑐̧𝑎̃𝑜 𝑛𝑎𝑠 𝑖𝑛𝑠𝑡𝑖𝑡𝑢𝑖𝑐̧𝑜̃𝑒𝑠 𝑑𝑒 𝑒𝑛𝑠𝑖𝑛𝑜 𝑑𝑜 𝑞𝑢𝑒 𝑎𝑞𝑢𝑒𝑙𝑒𝑠 𝑞𝑢𝑒 𝑚𝑖𝑔𝑟𝑎𝑚 𝑚𝑎𝑖𝑠 𝑐𝑒𝑑𝑜.

𝐴̀ 𝑒𝑠𝑠𝑒𝑠 𝑑𝑎𝑑𝑜𝑠, 𝑠𝑜𝑚𝑎𝑚-𝑠𝑒 𝑎𝑠 𝑡𝑎𝑥𝑎𝑠 𝑑𝑒 𝑐𝑜𝑛𝑐𝑙𝑢𝑠𝑎̃𝑜 𝑑𝑜 𝑒𝑛𝑠𝑖𝑛𝑜 𝑠𝑒𝑐𝑢𝑛𝑑𝑎́𝑟𝑖𝑜 𝑝𝑜𝑟 𝑎𝑙𝑢𝑛𝑜𝑠 𝑒𝑠𝑡𝑟𝑎𝑛𝑔𝑒𝑖𝑟𝑜𝑠 𝑣𝑒𝑟𝑠𝑢𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑛𝑎𝑡𝑖𝑣𝑜𝑠. 𝐴𝑝𝑒𝑠𝑎𝑟 𝑑𝑜 𝑠𝑒𝑢 𝑎𝑢𝑚𝑒𝑛𝑡𝑜 𝑠𝑖𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑡𝑖𝑣𝑜 𝑛𝑎 𝑢́𝑙𝑡𝑖𝑚𝑎 𝑑𝑒́𝑐𝑎𝑑𝑎, 𝑛𝑜 𝑎𝑛𝑜 𝑙𝑒𝑡𝑖𝑣𝑜 𝟸𝟶𝟷𝟿/𝟸𝟶𝟸𝟶, 𝟽𝟹,𝟽% 𝑑𝑜𝑠 𝑒𝑠𝑡𝑢𝑑𝑎𝑛𝑡𝑒𝑠 𝑖𝑚𝑖𝑔𝑟𝑎𝑛𝑡𝑒𝑠 𝑐𝑜𝑛𝑐𝑙𝑢𝑖𝑢 𝑎 𝑒𝑠𝑐𝑜𝑙𝑎𝑟𝑖𝑑𝑎𝑑𝑒 𝑜𝑏𝑟𝑖𝑔𝑎𝑡𝑜́𝑟𝑖𝑎, 𝑒𝑛𝑞𝑢𝑎𝑛𝑡𝑜 𝟿𝟷,𝟸% 𝑑𝑜𝑠 𝑝𝑜𝑟𝑡𝑢𝑔𝑢𝑒𝑠𝑒𝑠 𝑜 𝑓𝑖𝑧𝑒𝑟𝑎𝑚.

𝑂 𝑒𝑠𝑡𝑎𝑡𝑢𝑡𝑜 𝑠𝑜𝑐𝑖𝑜𝑒𝑐𝑜𝑛𝑜́𝑚𝑖𝑐𝑜 𝑑𝑎 𝑓𝑎𝑚𝑖́𝑙𝑖𝑎, 𝑛𝑜 𝑒𝑛𝑡𝑎𝑛𝑡𝑜, 𝑐𝑜𝑛𝑡𝑖𝑛𝑢𝑎 𝑠𝑒𝑛𝑑𝑜 𝑜 𝑝𝑟𝑖𝑛𝑐𝑖𝑝𝑎𝑙 𝑝𝑟𝑒𝑑𝑖𝑡𝑜𝑟 𝑑𝑒 𝑖𝑛𝑠𝑢𝑐𝑒𝑠𝑠𝑜 𝑒𝑠𝑐𝑜𝑙𝑎𝑟. 𝑄𝑢𝑎𝑛𝑑𝑜 𝑎𝑗𝑢𝑠𝑡𝑎𝑑𝑜 𝑝𝑎𝑟𝑎 𝑡𝑎𝑙 𝑖́𝑛𝑑𝑖𝑐𝑒, 𝑎 𝑑𝑖𝑓𝑒𝑟𝑒𝑛𝑐̧𝑎 𝑛𝑎 𝑝𝑒𝑟𝑓𝑜𝑟𝑚𝑎𝑛𝑐𝑒 𝑒𝑛𝑡𝑟𝑒 𝑒𝑠𝑡𝑢𝑑𝑎𝑛𝑡𝑒𝑠 𝑖𝑚𝑖𝑔𝑟𝑎𝑛𝑡𝑒𝑠 𝑒 𝑛𝑎𝑡𝑖𝑣𝑜𝑠 𝑟𝑒𝑑𝑢𝑧 𝑑𝑟𝑎𝑠𝑡𝑖𝑐𝑎𝑚𝑒𝑛𝑡𝑒. 𝐼𝑠𝑡𝑜 𝑖𝑛𝑑𝑖𝑐𝑎 𝑞𝑢𝑒 𝑎 𝑑𝑒𝑠𝑖𝑔𝑢𝑎𝑙𝑑𝑎𝑑𝑒 𝑛𝑜𝑠 𝑟𝑒𝑠𝑢𝑙𝑡𝑎𝑑𝑜𝑠 𝑎𝑐𝑎𝑑𝑒́𝑚𝑖𝑐𝑜𝑠 𝑑𝑒𝑣𝑒-𝑠𝑒 𝑝𝑟𝑖𝑛𝑐𝑖𝑝𝑎𝑙𝑚𝑒𝑛𝑡𝑒 𝑎𝑜 𝑓𝑎𝑐𝑡𝑜 𝑑𝑒 𝑞𝑢𝑒 𝑜𝑠 𝑒𝑠𝑡𝑢𝑑𝑎𝑛𝑡𝑒𝑠 𝑖𝑚𝑖𝑔𝑟𝑎𝑛𝑡𝑒𝑠 𝑒𝑠𝑡𝑎𝑟𝑒𝑚 𝑒𝑚 𝑚𝑎𝑖𝑜𝑟 𝑑𝑒𝑠𝑣𝑎𝑛𝑡𝑎𝑔𝑒𝑚 𝑠𝑜𝑐𝑖𝑜𝑒𝑐𝑜𝑛𝑜́𝑚𝑖𝑐𝑎 𝑑𝑜 𝑞𝑢𝑒 𝑜𝑠 𝑠𝑒𝑢𝑠 𝑐𝑜𝑙𝑒𝑔𝑎𝑠 𝑛𝑎𝑡𝑖𝑣𝑜𝑠.

𝐴𝑖𝑛𝑑𝑎 𝑎𝑠𝑠𝑖𝑚, 𝑜 𝑠𝑖𝑠𝑡𝑒𝑚𝑎 𝑒𝑑𝑢𝑐𝑎𝑡𝑖𝑣𝑜 𝑛𝑎̃𝑜 𝑒𝑠𝑡𝑎́ 𝑝𝑟𝑒𝑝𝑎𝑟𝑎𝑑𝑜 𝑝𝑎𝑟𝑎 𝑜𝑓𝑒𝑟𝑒𝑐𝑒𝑟 𝑠𝑜𝑙𝑢𝑐̧𝑜̃𝑒𝑠 𝑎𝑜𝑠 𝑑𝑒𝑠𝑎𝑓𝑖𝑜𝑠 𝑒𝑠𝑝𝑒𝑐𝑖́𝑓𝑖𝑐𝑜𝑠 𝑞𝑢𝑒 𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑒𝑠𝑡𝑟𝑎𝑛𝑔𝑒𝑖𝑟𝑜𝑠 𝑒𝑛𝑐𝑜𝑛𝑡𝑟𝑎𝑚 𝑛𝑎𝑠 𝑖𝑛𝑠𝑡𝑖𝑡𝑢𝑖𝑐̧𝑜̃𝑒𝑠 𝑑𝑒 𝑒𝑛𝑠𝑖𝑛𝑜 𝑒 𝑞𝑢𝑒 𝑑𝑖𝑓𝑖𝑐𝑢𝑙𝑡𝑎 𝑜 𝑠𝑒𝑢 𝑠𝑢𝑐𝑒𝑠𝑠𝑜. 𝐸𝑚 𝑜𝑢𝑡𝑟𝑜 𝑟𝑒𝑙𝑎𝑡𝑜́𝑟𝑖𝑜 𝑟𝑒𝑐𝑒𝑛𝑡𝑒 𝑑𝑎 𝑂𝐶𝐷𝐸, 𝑃𝑜𝑟𝑡𝑢𝑔𝑎𝑙 𝑎𝑝𝑎𝑟𝑒𝑐𝑒 𝑛𝑜 𝑡𝑜𝑝 𝟻 𝑑𝑒 𝑝𝑎𝑖́𝑠𝑒𝑠 𝑜𝑛𝑑𝑒 𝑜𝑠 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟𝑒𝑠 𝑟𝑒𝑝𝑜𝑟𝑡𝑎𝑟𝑎𝑚 𝑎 𝑛𝑒𝑐𝑒𝑠𝑠𝑖𝑑𝑎𝑑𝑒 𝑑𝑒 𝑡𝑒𝑟𝑒𝑚 𝑎𝑐𝑒𝑠𝑠𝑜 𝑎 𝑓𝑜𝑟𝑚𝑎𝑐̧𝑎̃𝑜 𝑐𝑜𝑛𝑡𝑖́𝑛𝑢𝑎 𝑠𝑜𝑏𝑟𝑒 𝑒𝑠𝑡𝑟𝑎𝑡𝑒́𝑔𝑖𝑎𝑠 𝑑𝑒 𝑒𝑛𝑠𝑖𝑛𝑜 𝑒𝑚 𝑐𝑜𝑛𝑡𝑒𝑥𝑡𝑜 𝑚𝑢𝑙𝑡𝑖𝑐𝑢𝑙𝑡𝑢𝑟𝑎𝑙 𝑒 𝑚𝑢𝑙𝑡𝑖𝑙𝑖𝑛𝑔𝑢𝑖́𝑠𝑡𝑖𝑐𝑜.

𝐴 𝑛𝑖́𝑣𝑒𝑙 𝑒𝑢𝑟𝑜𝑝𝑒𝑢, 𝑝𝑒𝑙𝑜 𝑚𝑒𝑛𝑜𝑠 𝟸𝟾 𝑠𝑖𝑠𝑡𝑒𝑚𝑎𝑠 𝑒𝑑𝑢𝑐𝑎𝑡𝑖𝑣𝑜𝑠 𝑎𝑝𝑜𝑛𝑡𝑎𝑟𝑎𝑚 𝑜 𝑒𝑛𝑠𝑖𝑛𝑜 𝑒𝑚 𝑠𝑎𝑙𝑎𝑠 𝑑𝑒 𝑎𝑢𝑙𝑎 𝑑𝑖𝑣𝑒𝑟𝑠𝑖𝑓𝑖𝑐𝑎𝑑𝑎𝑠 𝑒 𝑚𝑢𝑙𝑡𝑖𝑐𝑢𝑙𝑡𝑢𝑟𝑎𝑖𝑠 𝑐𝑜𝑚𝑜 𝑢𝑚 𝑖𝑚𝑝𝑜𝑟𝑡𝑎𝑛𝑡𝑒 𝑑𝑒𝑠𝑎𝑓𝑖𝑜 (𝑒 𝑙𝑎𝑐𝑢𝑛𝑎) 𝑑𝑎𝑠 𝑝𝑜𝑙𝑖́𝑡𝑖𝑐𝑎𝑠 𝑝𝑢́𝑏𝑙𝑖𝑐𝑎𝑠.

𝐺𝑎𝑟𝑎𝑛𝑡𝑖𝑟 𝑞𝑢𝑒 𝑎 𝑓𝑜𝑟𝑚𝑎𝑐̧𝑎̃𝑜 𝑑𝑒 𝑒𝑑𝑢𝑐𝑎𝑑𝑜𝑟𝑒𝑠 𝑒 𝑡𝑒́𝑐𝑛𝑖𝑐𝑜𝑠 𝑜𝑠 𝑝𝑟𝑒𝑝𝑎𝑟𝑒 𝑑𝑒𝑠𝑑𝑒 𝑜 𝑖𝑛𝑖́𝑐𝑖𝑜 𝑝𝑎𝑟𝑎 𝑎𝑝𝑙𝑖𝑐𝑎𝑟 𝑒𝑠𝑡𝑟𝑎𝑡𝑒́𝑔𝑖𝑎𝑠 𝑒 𝑚𝑒𝑡𝑜𝑑𝑜𝑙𝑜𝑔𝑖𝑎𝑠 𝑑𝑒 𝑒𝑛𝑠𝑖𝑛𝑜 𝑚𝑎𝑖𝑠 𝑖𝑛𝑐𝑙𝑢𝑠𝑖𝑣𝑎𝑠 𝑝𝑎𝑟𝑎 𝑡𝑜𝑑𝑜𝑠 𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑒 𝑒𝑙𝑖𝑚𝑖𝑛𝑒 𝑞𝑢𝑎𝑙𝑞𝑢𝑒𝑟 𝑝𝑟𝑎́𝑡𝑖𝑐𝑎 𝑑𝑖𝑠𝑐𝑟𝑖𝑚𝑖𝑛𝑎𝑡𝑜́𝑟𝑖𝑎 𝑒́ 𝑎𝑏𝑠𝑜𝑙𝑢𝑡𝑎𝑚𝑒𝑛𝑡𝑒 𝑓𝑢𝑛𝑑𝑎𝑚𝑒𝑛𝑡𝑎𝑙, 𝑝𝑜𝑟𝑒́𝑚 𝑎 𝑠𝑜𝑙𝑢𝑐̧𝑎̃𝑜 𝑛𝑎̃𝑜 𝑎𝑐𝑎𝑏𝑎 𝑎𝑖́.

𝑉𝑖𝑎𝑏𝑖𝑙𝑖𝑧𝑎𝑟 𝑜𝑝𝑜𝑟𝑡𝑢𝑛𝑖𝑑𝑎𝑑𝑒𝑠 𝑝𝑎𝑟𝑎 𝑠𝑒𝑟𝑒𝑚 𝑜𝑠 𝑝𝑟𝑜́𝑝𝑟𝑖𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑎 𝑙𝑖𝑑𝑒𝑟𝑎𝑟 𝑒𝑠𝑠𝑒 𝑝𝑟𝑜𝑐𝑒𝑠𝑠𝑜 𝑝𝑜𝑑𝑒 𝑠𝑒𝑟 𝑚𝑢𝑖𝑡𝑜 𝑝𝑜𝑠𝑖𝑡𝑖𝑣𝑜. 𝑁𝑢𝑚 𝑤𝑜𝑟𝑘𝑠𝘩𝑜𝑝 𝑠𝑜𝑏𝑟𝑒 𝑑𝑖𝑣𝑒𝑟𝑠𝑖𝑑𝑎𝑑𝑒, 𝑒𝑞𝑢𝑖𝑑𝑎𝑑𝑒 𝑒 𝑖𝑛𝑐𝑙𝑢𝑠𝑎̃𝑜 𝑞𝑢𝑒 𝑓𝑎𝑐𝑖𝑙𝑖𝑡𝑎𝑚𝑜𝑠 𝑝𝑎𝑟𝑎 𝑢𝑚𝑎 𝑡𝑢𝑟𝑚𝑎 𝑑𝑜 𝟷𝟶º 𝑎𝑛𝑜, 𝑠𝑢𝑟𝑔𝑖𝑟𝑎𝑚 𝑣𝑎́𝑟𝑖𝑎𝑠 𝑖𝑑𝑒𝑖𝑎𝑠 𝑝𝑎𝑟𝑎 𝑡𝑜𝑟𝑛𝑎𝑟 𝑎 𝑒𝑠𝑐𝑜𝑙𝑎 𝑚𝑎𝑖𝑠 𝑖𝑛𝑐𝑙𝑢𝑠𝑖𝑣𝑎, 𝑐𝑜𝑚𝑜, 𝑝𝑜𝑟 𝑒𝑥𝑒𝑚𝑝𝑙𝑜: 𝑐𝑒𝑙𝑒𝑏𝑟𝑎𝑟 𝑓𝑒𝑠𝑡𝑖𝑣𝑎𝑖𝑠 𝑑𝑒 𝑜𝑢𝑡𝑟𝑎𝑠 𝑐𝑢𝑙𝑡𝑢𝑟𝑎𝑠 𝑒 𝑙𝑒𝑟 𝑙𝑖𝑣𝑟𝑜𝑠 𝑑𝑒 𝑣𝑎́𝑟𝑖𝑎𝑠 𝑐𝑢𝑙𝑡𝑢𝑟𝑎𝑠, 𝑝𝑟𝑜𝑚𝑜𝑣𝑒𝑟 𝑑𝑒𝑏𝑎𝑡𝑒𝑠, 𝑟𝑒𝑐𝑜𝑙𝘩𝑒𝑟 𝑠𝑢𝑔𝑒𝑠𝑡𝑜̃𝑒𝑠 𝑑𝑒 𝑡𝑜𝑑𝑜𝑠 𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠, 𝑡𝑒𝑟 “𝑑𝑖𝑠𝑐𝑖𝑝𝑙𝑖𝑛𝑎𝑠” 𝑝𝑎𝑟𝑎 𝑜 𝑝𝑙𝑎𝑛𝑒𝑎𝑚𝑒𝑛𝑡𝑜 𝑑𝑜 𝑓𝑢𝑡𝑢𝑟𝑜 𝑑𝑜𝑠 𝑒𝑠𝑡𝑢𝑑𝑎𝑛𝑡𝑒𝑠, 𝑐𝑟𝑖𝑎𝑟 𝑝𝑜𝑑𝑐𝑎𝑠𝑡𝑠, 𝑐𝑎𝑚𝑝𝑎𝑛𝘩𝑎𝑠 𝑒 𝑝𝑎𝑙𝑒𝑠𝑡𝑟𝑎𝑠, 𝑓𝑎𝑧𝑒𝑟 𝑢𝑚 𝑡𝑒𝑎𝑡𝑟𝑜 𝑒𝑑𝑢𝑐𝑎𝑡𝑖𝑣𝑜, 𝑒𝑛𝑡𝑟𝑒 𝑜𝑢𝑡𝑟𝑎𝑠. 𝑆𝑎̃𝑜 𝑝𝑟𝑜𝑝𝑜𝑠𝑡𝑎𝑠 𝑎𝑝𝑙𝑖𝑐𝑎́𝑣𝑒𝑖𝑠, 𝑞𝑢𝑒 𝑝𝑜𝑑𝑒𝑚 𝑒𝑛𝑣𝑜𝑙𝑣𝑒𝑟 𝑡𝑜𝑑𝑎𝑠 𝑎𝑠 𝑑𝑖𝑠𝑐𝑖𝑝𝑙𝑖𝑛𝑎𝑠 𝑒 𝑎𝑗𝑢𝑑𝑎𝑚 𝑎 𝑐𝑜𝑛𝑠𝑡𝑟𝑢𝑖𝑟 𝑢𝑚𝑎 𝑐𝑢𝑙𝑡𝑢𝑟𝑎 𝑒𝑑𝑢𝑐𝑎𝑡𝑖𝑣𝑎 𝑚𝑎𝑖𝑠 𝑎𝑏𝑒𝑟𝑡𝑎 𝑒 𝑖𝑛𝑐𝑙𝑢𝑠𝑖𝑣𝑎 𝑞𝑢𝑒 𝑡𝑒𝑟𝑎́ 𝑖𝑚𝑝𝑎𝑐𝑡𝑜 𝑛𝑜 𝑑𝑒𝑠𝑒𝑛𝑣𝑜𝑙𝑣𝑖𝑚𝑒𝑛𝑡𝑜 𝑑𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠. 𝐴𝑙𝑒́𝑚 𝑑𝑖𝑠𝑠𝑜, 𝑝𝑜𝑑𝑒𝑚-𝑠𝑒 𝑐𝑟𝑖𝑎𝑟 𝑒𝑠𝑡𝑟𝑢𝑡𝑢𝑟𝑎𝑠 𝑑𝑒 𝑎𝑐𝑜𝑙𝘩𝑖𝑚𝑒𝑛𝑡𝑜 𝑐𝑜𝑚𝑜 𝑚𝑒𝑛𝑡𝑜𝑟𝑖𝑎 𝑒𝑛𝑡𝑟𝑒 𝑝𝑎𝑟𝑒𝑠 𝑒 𝑝𝑙𝑎𝑛𝑜𝑠 𝑑𝑒 𝑡𝑟𝑎𝑏𝑎𝑙𝘩𝑜 𝑞𝑢𝑒 𝑡𝑒𝑛𝘩𝑎𝑚 𝑒𝑚 𝑐𝑜𝑛𝑡𝑎 𝑜 𝑝𝑟𝑜𝑐𝑒𝑠𝑠𝑜 𝑑𝑒 𝑎𝑑𝑎𝑝𝑡𝑎𝑐̧𝑎̃𝑜 𝑑𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑞𝑢𝑒 𝑐𝘩𝑒𝑔𝑎𝑚 𝑑𝑒 𝑜𝑢𝑡𝑟𝑜𝑠 𝑝𝑎𝑖́𝑠𝑒𝑠, 𝑠𝑒𝑚𝑝𝑟𝑒 𝑣𝑎𝑙𝑜𝑟𝑖𝑧𝑎𝑛𝑑𝑜 – 𝑒 𝑛𝑢𝑛𝑐𝑎 𝑟𝑒𝑗𝑒𝑖𝑡𝑎𝑛𝑑𝑜 – 𝑜 𝑝𝑙𝑢𝑟𝑎𝑙𝑖𝑠𝑚𝑜 𝑙𝑖𝑛𝑔𝑢𝑖́𝑠𝑡𝑖𝑐𝑜 𝑒 𝑎𝑠 𝑑𝑖𝑓𝑒𝑟𝑒𝑛𝑐̧𝑎𝑠 𝑐𝑢𝑙𝑡𝑢𝑟𝑎𝑖𝑠.

𝑁𝑎𝑑𝑎 𝑑𝑖𝑠𝑠𝑜 𝑑𝑒𝑣𝑒𝑟𝑖𝑎 𝑠𝑒𝑟 𝑣𝑖𝑠𝑡𝑜 𝑐𝑜𝑚𝑜 “𝑒𝑥𝑡𝑟𝑎” 𝑜𝑢 𝑐𝑜𝑚𝑜 𝑢𝑚𝑎 𝑝𝑜𝑠𝑠𝑖𝑏𝑖𝑙𝑖𝑑𝑎𝑑𝑒 “𝑎 𝑚𝑎𝑖𝑠” 𝑒 𝑠𝑖𝑚 𝑐𝑜𝑚𝑜 𝑎𝑙𝑔𝑜 𝑖𝑛𝑠𝑒𝑝𝑎𝑟𝑎́𝑣𝑒𝑙 𝑑𝑒 𝑢𝑚 𝑝𝑟𝑜𝑐𝑒𝑠𝑠𝑜 𝑑𝑒 𝑎𝑝𝑟𝑒𝑛𝑑𝑖𝑧𝑎𝑔𝑒𝑚 𝑚𝑢𝑖𝑡𝑜 𝑚𝑎𝑖𝑠 𝑒𝑠𝑡𝑖𝑚𝑢𝑙𝑎𝑛𝑡𝑒 𝑒 𝑝𝑟𝑜́𝑠𝑝𝑒𝑟𝑜 𝑝𝑎𝑟𝑎 𝑡𝑜𝑑𝑜𝑠.

𝐸́ 𝑒𝑣𝑖𝑑𝑒𝑛𝑡𝑒 𝑞𝑢𝑒 𝑝𝑎𝑟𝑎 𝑐𝑜𝑙𝑜𝑐𝑎𝑟 𝑖𝑠𝑠𝑜 𝑒𝑚 𝑝𝑟𝑎́𝑡𝑖𝑐𝑎, 𝑒́ 𝑝𝑟𝑒𝑐𝑖𝑠𝑜 𝑔𝑎𝑟𝑎𝑛𝑡𝑖𝑟 𝑎 𝑝𝑎𝑟𝑡𝑖𝑐𝑖𝑝𝑎𝑐̧𝑎̃𝑜 𝑑𝑒 𝑚𝑢́𝑙𝑡𝑖𝑝𝑙𝑜𝑠 𝑎𝑔𝑒𝑛𝑡𝑒𝑠 𝑒𝑑𝑢𝑐𝑎𝑡𝑖𝑣𝑜𝑠, 𝑐𝑜𝑚𝑜 𝑚𝑒𝑑𝑖𝑎𝑑𝑜𝑟𝑒𝑠 𝑐𝑢𝑙𝑡𝑢𝑟𝑎𝑖𝑠, 𝑡𝑒́𝑐𝑛𝑖𝑐𝑜𝑠 𝑠𝑜𝑐𝑖𝑎𝑖𝑠, 𝑝𝑠𝑖𝑐𝑜́𝑙𝑜𝑔𝑜𝑠, 𝑡𝑢𝑡𝑜𝑟𝑒𝑠 𝑝𝑒𝑑𝑎𝑔𝑜́𝑔𝑖𝑐𝑜𝑠 𝑒 𝑜𝑢𝑡𝑟𝑜𝑠 𝑖𝑛𝑡𝑒𝑟𝑣𝑒𝑛𝑖𝑒𝑛𝑡𝑒𝑠 𝑐𝑜𝑚𝑢𝑛𝑖𝑡𝑎́𝑟𝑖𝑜𝑠. 𝑁𝑒𝑠𝑡𝑒 𝑠𝑒𝑛𝑡𝑖𝑑𝑜, 𝑒́ 𝑝𝑎𝑝𝑒𝑙 𝑖𝑛𝑑𝑖𝑠𝑝𝑒𝑛𝑠𝑎́𝑣𝑒𝑙 𝑑𝑎 𝑒𝑠𝑡𝑟𝑢𝑡𝑢𝑟𝑎 𝑑𝑒 𝑔𝑜𝑣𝑒𝑟𝑛𝑎𝑐̧𝑎̃𝑜 𝑣𝑖𝑔𝑒𝑛𝑡𝑒 𝑎𝑠𝑠𝑒𝑔𝑢𝑟𝑎𝑟 𝑞𝑢𝑒 𝑐𝑎𝑑𝑎 𝑒𝑠𝑡𝑎𝑏𝑒𝑙𝑒𝑐𝑖𝑚𝑒𝑛𝑡𝑜 𝑑𝑒 𝑒𝑛𝑠𝑖𝑛𝑜 𝑠𝑒𝑗𝑎 𝑐𝑎𝑝𝑎𝑧 𝑑𝑒 𝑐𝑜𝑛𝑡𝑎𝑟 𝑐𝑜𝑚 𝑒𝑠𝑠𝑒𝑠 𝑝𝑟𝑜𝑓𝑖𝑠𝑠𝑖𝑜𝑛𝑎𝑖𝑠 𝑞𝑢𝑎𝑙𝑖𝑓𝑖𝑐𝑎𝑑𝑜𝑠.

𝐹𝑒𝑙𝑖𝑧𝑚𝑒𝑛𝑡𝑒, 𝑒𝑚 𝑃𝑜𝑟𝑡𝑢𝑔𝑎𝑙, 𝘩𝑎́ 𝑝𝑙𝑎𝑡𝑎𝑓𝑜𝑟𝑚𝑎𝑠 𝑒 𝑝𝑟𝑜𝑗𝑒𝑡𝑜𝑠 𝑒𝑚 𝑐𝑢𝑟𝑠𝑜 𝑞𝑢𝑒 𝑡𝑒̂𝑚 𝑐𝑜𝑚𝑜 𝑜𝑏𝑗𝑒𝑡𝑖𝑣𝑜 𝑐𝑜𝑛𝑠𝑡𝑟𝑢𝑖𝑟 𝑒𝑠𝑠𝑎 𝑐𝑢𝑙𝑡𝑢𝑟𝑎, 𝑐𝑜𝑚𝑜, 𝑝𝑜𝑟 𝑒𝑥𝑒𝑚𝑝𝑙𝑜, 𝑎 𝑅𝐸𝐸𝐼 (𝑅𝑒𝑑𝑒 𝑑𝑒 𝐸𝑠𝑐𝑜𝑙𝑎𝑠 𝑝𝑎𝑟𝑎 𝑎 𝐸𝑑𝑢𝑐𝑎𝑐̧𝑎̃𝑜 𝐼𝑛𝑡𝑒𝑟𝑐𝑢𝑙𝑡𝑢𝑟𝑎𝑙) 𝑒 𝑝𝑟𝑜𝑗𝑒𝑡𝑜𝑠-𝑝𝑖𝑙𝑜𝑡𝑜 𝑐𝑜𝑚𝑜 𝑜 “𝐶𝑢𝑙𝑡𝑢𝑟𝑎 𝑑𝑒 𝐸𝑛𝑐𝑜𝑛𝑡𝑟𝑜”, 𝑑𝑎 𝐹𝑢𝑛𝑑𝑎𝑐̧𝑎̃𝑜 𝐴𝑔𝑎 𝐾𝘩𝑎𝑛, 𝑒𝑚 𝑝𝑎𝑟𝑐𝑒𝑟𝑖𝑎 𝑐𝑜𝑚 𝑎𝑔𝑟𝑢𝑝𝑎𝑚𝑒𝑛𝑡𝑜𝑠 𝑑𝑒 𝑒𝑠𝑐𝑜𝑙𝑎𝑠. 𝑆𝑎̃𝑜 𝑖𝑛𝑖𝑐𝑖𝑎𝑡𝑖𝑣𝑎𝑠 𝑖𝑚𝑝𝑜𝑟𝑡𝑎𝑛𝑡𝑒𝑠 (𝑑𝑒𝑛𝑡𝑟𝑒 𝑚𝑢𝑖𝑡𝑎𝑠 𝑜𝑢𝑡𝑟𝑎𝑠) 𝑞𝑢𝑒 𝑚𝑜𝑠𝑡𝑟𝑎𝑚 𝑜 𝑖𝑛𝑡𝑒𝑟𝑒𝑠𝑠𝑒 𝑒 𝑎 𝑎𝑏𝑒𝑟𝑡𝑢𝑟𝑎 𝑝𝑎𝑟𝑎 𝑎𝑏𝑟𝑎𝑐̧𝑎𝑟 𝑒𝑠𝑠𝑎𝑠 𝑚𝑢𝑑𝑎𝑛𝑐̧𝑎𝑠.

𝑆𝑒 𝑜 𝑑𝑒𝑠𝑎𝑓𝑖𝑜 𝑝𝑎𝑟𝑒𝑐𝑒 𝑔𝑟𝑎𝑛𝑑𝑒, 𝑎 𝑜𝑝𝑜𝑟𝑡𝑢𝑛𝑖𝑑𝑎𝑑𝑒 𝑝𝑜𝑑𝑒 𝑠𝑒𝑟 𝑎𝑖𝑛𝑑𝑎 𝑚𝑎𝑖𝑜𝑟. 𝑇𝑒𝑟 𝑎𝑚𝑏𝑖𝑒𝑛𝑡𝑒𝑠 𝑒𝑠𝑐𝑜𝑙𝑎𝑟𝑒𝑠 𝑚𝑢𝑙𝑡𝑖𝑐𝑢𝑙𝑡𝑢𝑟𝑎𝑖𝑠 𝑒́ 𝑢𝑚𝑎 𝑔𝑟𝑎𝑛𝑑𝑒 𝑜𝑝𝑜𝑟𝑡𝑢𝑛𝑖𝑑𝑎𝑑𝑒 𝑝𝑎𝑟𝑎 𝑒𝑥𝑝𝑎𝑛𝑑𝑖𝑟 𝑎 𝑒𝑑𝑢𝑐𝑎𝑐̧𝑎̃𝑜 𝑖𝑛𝑡𝑒𝑟𝑐𝑢𝑙𝑡𝑢𝑟𝑎𝑙 𝑝𝑎𝑟𝑎 𝑎𝑙𝑒́𝑚 𝑑𝑒 𝑝𝑟𝑜𝑗𝑒𝑡𝑜𝑠 𝑒𝑥𝑡𝑟𝑎𝑐𝑢𝑟𝑟𝑖𝑐𝑢𝑙𝑎𝑟𝑒𝑠 𝑒 𝑎𝑢𝑙𝑎𝑠 𝑑𝑒 𝐶𝑖𝑑𝑎𝑑𝑎𝑛𝑖𝑎 𝑒 𝑡𝑟𝑎𝑛𝑠𝑓𝑜𝑟𝑚𝑎́-𝑙𝑎 𝑣𝑒𝑟𝑑𝑎𝑑𝑒𝑖𝑟𝑎𝑚𝑒𝑛𝑡𝑒 𝑒𝑚 𝑢𝑚 𝑣𝑎𝑙𝑜𝑟 𝑒𝑑𝑢𝑐𝑎𝑡𝑖𝑣𝑜 𝑏𝑎́𝑠𝑖𝑐𝑜, 𝑡𝑟𝑎𝑛𝑠𝑣𝑒𝑟𝑠𝑎𝑙 𝑎 𝑡𝑜𝑑𝑜 𝑜 𝑐𝑢𝑟𝑟𝑖́𝑐𝑢𝑙𝑜 𝑒 𝑞𝑢𝑒 𝑡𝑟𝑎𝑛𝑠𝑐𝑒𝑛𝑑𝑎 𝑜𝑠 𝑚𝑢𝑟𝑜𝑠 𝑑𝑎 𝑒𝑠𝑐𝑜𝑙𝑎.

𝑃𝑟𝑒𝑐𝑖𝑠𝑎𝑚𝑜𝑠 𝑑𝑎𝑟 𝑝𝑎𝑠𝑠𝑜𝑠 𝑚𝑎𝑖𝑠 𝑙𝑎𝑟𝑔𝑜𝑠 𝑛𝑜 𝑠𝑒𝑛𝑡𝑖𝑑𝑜 𝑑𝑒 𝑎𝑠𝑠𝑢𝑚𝑖𝑟 𝑒𝑠𝑠𝑒 𝑐𝑜𝑚𝑝𝑟𝑜𝑚𝑖𝑠𝑠𝑜, 𝑝𝑒𝑙𝑜 𝑏𝑒𝑚 𝑑𝑎𝑠 𝑐𝑟𝑖𝑎𝑛𝑐̧𝑎𝑠 𝑒 𝑗𝑜𝑣𝑒𝑛𝑠, 𝑠𝑒𝑗𝑎𝑚 𝑖𝑚𝑖𝑔𝑟𝑎𝑛𝑡𝑒𝑠 𝑜𝑢 𝑛𝑎̃𝑜, 𝑡𝑜𝑑𝑜𝑠 𝑓𝑢𝑡𝑢𝑟𝑜𝑠 𝑐𝑖𝑑𝑎𝑑𝑎̃𝑜𝑠 𝑒 𝑐𝑖𝑑𝑎𝑑𝑎̃𝑠 𝑑𝑒𝑠𝑡𝑒 𝑝𝑎𝑖́𝑠.

* Mentora pedagógica na Teach For Portugal. Brasileira, mestranda em Educação e Literacia Física, foi co-fundadora dos Global Shapers em São Luís, no Brasil, e assumiu cargos de liderança na ONG global AIESEC durante quatro anos. É Alumni do programa de empreendedores do governo dos Estados Unidos, Young Leaders of the Americas Initiative. Já viveu em três países e considera-se uma cidadã global.

IN "OBSERVADOR" -12/01/21 .