LUÍS CALDAS DE OLIVEIRA

 .

Mentalidades

A escola tem a oportunidade de mudar outras mentalidades. A mentalidade empreendedora está ligada à mentalidade de crescimento. Quem tem esta mentalidade tende a tomar o controlo da sua vida, a ter objetivos convincentes para o futuro e uma visão otimista dos eventos adversos, vendo os problemas como oportunidades.

𝚀𝚞𝚊𝚗𝚍𝚘 𝚙𝚎𝚗𝚜𝚊𝚖𝚘𝚜 𝚗𝚊 𝚏𝚞𝚗𝚌̧𝚊̃𝚘 𝚍𝚎 𝚞𝚖 𝚜𝚒𝚜𝚝𝚎𝚖𝚊 𝚍𝚎 𝚎𝚗𝚜𝚒𝚗𝚘 𝚝𝚎𝚗𝚍𝚎𝚖𝚘𝚜 𝚊 𝚌𝚘𝚗𝚜𝚒𝚍𝚎𝚛𝚊𝚛 𝚊𝚙𝚎𝚗𝚊𝚜 𝚊 𝚝𝚛𝚊𝚗𝚜𝚖𝚒𝚜𝚜𝚊̃𝚘 𝚍𝚘 𝚌𝚘𝚗𝚑𝚎𝚌𝚒𝚖𝚎𝚗𝚝𝚘. 𝙴́ 𝚌𝚘𝚗𝚑𝚎𝚌𝚒𝚍𝚊 𝚊 𝚌𝚊𝚛𝚒𝚌𝚊𝚝𝚞𝚛𝚊 𝚍𝚎 𝚞𝚖𝚊 𝚊𝚞𝚕𝚊 𝚍𝚘 𝙴𝚗𝚜𝚒𝚗𝚘 𝚂𝚞𝚙𝚎𝚛𝚒𝚘𝚛 𝚌𝚘𝚖𝚘 𝚞𝚖 𝚕𝚘𝚌𝚊𝚕 𝚘𝚗𝚍𝚎 𝚘𝚜 𝚌𝚘𝚗𝚌𝚎𝚒𝚝𝚘𝚜 𝚙𝚊𝚜𝚜𝚊𝚖 𝚍𝚊 𝚊𝚙𝚛𝚎𝚜𝚎𝚗𝚝𝚊𝚌̧𝚊̃𝚘 𝚍𝚘 𝚙𝚛𝚘𝚏𝚎𝚜𝚜𝚘𝚛 𝚙𝚊𝚛𝚊 𝚘𝚜 𝚊𝚙𝚘𝚗𝚝𝚊𝚖𝚎𝚗𝚝𝚘𝚜 𝚍𝚎 𝚞𝚖 𝚊𝚕𝚞𝚗𝚘 𝚜𝚎𝚖 𝚑𝚊𝚟𝚎𝚛 𝚗𝚎𝚌𝚎𝚜𝚜𝚒𝚍𝚊𝚍𝚎 𝚍𝚊 𝚒𝚗𝚝𝚎𝚛𝚟𝚎𝚗𝚌̧𝚊̃𝚘 𝚍𝚘 𝚌𝚎́𝚛𝚎𝚋𝚛𝚘 𝚍𝚎 𝚗𝚎𝚗𝚑𝚞𝚖 𝚍𝚎𝚕𝚎𝚜. 𝙵𝚎𝚕𝚒𝚣𝚖𝚎𝚗𝚝𝚎, 𝚎𝚜𝚝𝚊 𝚌𝚊𝚛𝚒𝚌𝚊𝚝𝚞𝚛𝚊 𝚟𝚊𝚒 𝚏𝚒𝚌𝚊𝚗𝚍𝚘 𝚊𝚏𝚊𝚜𝚝𝚊𝚍𝚊 𝚍𝚊 𝚛𝚎𝚊𝚕𝚒𝚍𝚊𝚍𝚎 𝚌𝚘𝚖 𝚘 𝚌𝚛𝚎𝚜𝚌𝚎𝚗𝚝𝚎 𝚏𝚘𝚌𝚘 𝚗𝚘 𝚍𝚎𝚜𝚎𝚗𝚟𝚘𝚕𝚟𝚒𝚖𝚎𝚗𝚝𝚘 𝚍𝚊𝚜 𝚌𝚘𝚖𝚙𝚎𝚝𝚎̂𝚗𝚌𝚒𝚊𝚜 𝚍𝚘𝚜 𝚎𝚜𝚝𝚞𝚍 𝚊𝚗𝚝𝚎𝚜. 𝙽𝚊 𝚊́𝚛𝚎𝚊 𝚍𝚊 𝚎𝚗𝚐𝚎𝚗𝚑𝚊𝚛𝚒𝚊, 𝚝𝚎𝚖𝚘𝚜 𝚖𝚞𝚒𝚝𝚊𝚜 𝚎𝚟𝚒𝚍𝚎̂𝚗𝚌𝚒𝚊𝚜 𝚍𝚘 𝚛𝚎𝚌𝚘𝚗𝚑𝚎𝚌𝚒𝚖𝚎𝚗𝚝𝚘 𝚍𝚊 𝚌𝚊𝚙𝚊𝚌𝚒𝚍𝚊𝚍𝚎 𝚍𝚘𝚜 𝚍𝚒𝚙𝚕𝚘𝚖𝚊𝚍𝚘𝚜 𝚙𝚎𝚕𝚘 𝚗𝚘𝚜𝚜𝚘 𝙴𝚗𝚜𝚒𝚗𝚘 𝚂𝚞𝚙𝚎𝚛𝚒𝚘𝚛, 𝚚𝚞𝚊𝚗𝚍𝚘 𝚎𝚜𝚜𝚊𝚜 𝚌𝚘𝚖𝚙𝚎𝚝𝚎̂𝚗𝚌𝚒𝚊𝚜 𝚜𝚊̃𝚘 𝚍𝚎𝚜𝚝𝚊𝚌𝚊𝚍𝚊𝚜 𝚙𝚘𝚛 𝚎𝚖𝚙𝚛𝚎𝚜𝚊𝚜 𝚚𝚞𝚎 𝚛𝚎𝚌𝚛𝚞𝚝𝚊𝚖 𝚒𝚗𝚝𝚎𝚛𝚗𝚊𝚌𝚒𝚘𝚗𝚊𝚕𝚖𝚎𝚗𝚝𝚎.

𝙹𝚊́ 𝚛𝚎𝚏𝚎𝚛𝚒 𝚎𝚖 𝚌𝚛𝚘́𝚗𝚒𝚌𝚊𝚜 𝚊𝚗𝚝𝚎𝚛𝚒𝚘𝚛𝚎𝚜 𝚞𝚖 𝚘𝚞𝚝𝚛𝚘 𝚙𝚊𝚙𝚎𝚕 𝚍𝚘 𝚎𝚗𝚜𝚒𝚗𝚘 𝚚𝚞𝚎 𝚎́ 𝚝𝚊̃𝚘 𝚘𝚞 𝚖𝚊𝚒𝚜 𝚒𝚖𝚙𝚘𝚛𝚝𝚊𝚗𝚝𝚎 𝚍𝚘 𝚚𝚞𝚎 𝚊 𝚝𝚛𝚊𝚗𝚜𝚖𝚒𝚜𝚜𝚊̃𝚘 𝚍𝚘 𝚌𝚘𝚗𝚑𝚎𝚌𝚒𝚖𝚎𝚗𝚝𝚘 𝚎 𝚊 𝚌𝚛𝚒𝚊𝚌̧𝚊̃𝚘 𝚍𝚎 𝚌𝚘𝚖𝚙𝚎𝚝𝚎̂𝚗𝚌𝚒𝚊𝚜: 𝚞𝚖 𝚎𝚗𝚜𝚒𝚗𝚘 𝚎𝚏𝚒𝚌𝚊𝚣 𝚍𝚎𝚟𝚎 𝚝𝚊𝚖𝚋𝚎́𝚖 𝚖𝚞𝚍𝚊𝚛 𝚊𝚜 𝚖𝚎𝚗𝚝𝚊𝚕𝚒𝚍𝚊𝚍𝚎𝚜 𝚍𝚘𝚜 𝚎𝚜𝚝𝚞𝚍𝚊𝚗𝚝𝚎𝚜. 𝚄𝚖𝚊 𝚖𝚎𝚗𝚝𝚊𝚕𝚒𝚍𝚊𝚍𝚎 𝚎́ 𝚞𝚖 𝚌𝚘𝚗𝚓𝚞𝚗𝚝𝚘 𝚍𝚎 𝚌𝚛𝚎𝚗𝚌̧𝚊𝚜, 𝚊𝚜𝚜𝚞𝚗𝚌̧𝚘̃𝚎𝚜 𝚎 𝚌𝚘𝚗𝚑𝚎𝚌𝚒𝚖𝚎𝚗𝚝𝚘𝚜 𝚚𝚞𝚎 𝚞𝚜𝚊𝚖𝚘𝚜 𝚙𝚊𝚛𝚊 𝚙𝚛𝚘𝚌𝚎𝚜𝚜𝚊𝚛 𝚒𝚗𝚏𝚘𝚛𝚖𝚊𝚌̧𝚊̃𝚘, 𝚝𝚘𝚖𝚊𝚛 𝚍𝚎𝚌𝚒𝚜𝚘̃𝚎𝚜 𝚎 𝚚𝚞𝚎, 𝚍𝚎 𝚞𝚖𝚊 𝚏𝚘𝚛𝚖𝚊 𝚐𝚎𝚛𝚊𝚕, 𝚞𝚜𝚊𝚖𝚘𝚜 𝚙𝚊𝚛𝚊 𝚐𝚞𝚒𝚊𝚛 𝚘 𝚗𝚘𝚜𝚜𝚘 𝚌𝚘𝚖𝚙𝚘𝚛𝚝𝚊𝚖𝚎𝚗𝚝𝚘. 𝙽𝚊 𝚖𝚒𝚗𝚑𝚊 𝚘𝚙𝚒𝚗𝚒𝚊̃𝚘, 𝚘 𝚖𝚊𝚒𝚘𝚛 𝚒𝚖𝚙𝚊𝚌𝚝𝚘 𝚍𝚊 𝚎𝚍𝚞𝚌𝚊𝚌̧𝚊̃𝚘 𝚎́ 𝚊 𝚝𝚛𝚊𝚗𝚜𝚏𝚘𝚛𝚖𝚊𝚌̧𝚊̃𝚘 𝚍𝚊 𝚖𝚎𝚗𝚝𝚊𝚕𝚒𝚍𝚊𝚍𝚎 𝚏𝚒𝚡𝚊 𝚗𝚞𝚖𝚊 𝚖𝚎𝚗𝚝𝚊𝚕𝚒𝚍𝚊𝚍𝚎 𝚍𝚎 𝚌𝚛𝚎𝚜𝚌𝚒𝚖𝚎𝚗𝚝𝚘. 𝙼𝚞𝚒𝚝𝚊𝚜 𝚙𝚎𝚜𝚜𝚘𝚊𝚜, 𝚙𝚛𝚒𝚗𝚌𝚒𝚙𝚊𝚕𝚖𝚎𝚗𝚝𝚎 𝚊𝚜 𝚚𝚞𝚎 𝚗𝚊𝚜𝚌𝚎𝚖 𝚎𝚖 𝚊𝚖𝚋𝚒𝚎𝚗𝚝𝚎𝚜 𝚍𝚎𝚜𝚏𝚊𝚟𝚘𝚛𝚎𝚌𝚒𝚍𝚘𝚜, 𝚊𝚌𝚛𝚎𝚍𝚒𝚝𝚊𝚖 𝚚𝚞𝚎 𝚊𝚜 𝚜𝚞𝚊𝚜 𝚌𝚊𝚙𝚊𝚌𝚒𝚍𝚊𝚍𝚎𝚜 𝚎 𝚗𝚒́𝚟𝚎𝚕 𝚍𝚎 𝚒𝚗𝚝𝚎𝚕𝚒𝚐𝚎̂𝚗𝚌𝚒𝚊 𝚜𝚊̃𝚘 𝚒𝚗𝚊𝚝𝚊𝚜. 𝙴𝚜𝚝𝚊𝚜 𝚙𝚎𝚜𝚜𝚘𝚊𝚜 𝚙𝚊𝚜𝚜𝚊𝚖 𝚊 𝚝𝚎𝚛 𝚌𝚘𝚖𝚘 𝚘𝚋𝚓𝚎𝚝𝚒𝚟𝚘 𝚖𝚘𝚜𝚝𝚛𝚊𝚛-𝚜𝚎 𝚌𝚘𝚖𝚘 𝚜𝚎𝚗𝚍𝚘 𝚎𝚜𝚙𝚎𝚛𝚝𝚊𝚜, 𝚛𝚎𝚓𝚎𝚒𝚝𝚊𝚗𝚍𝚘 𝚜𝚒𝚝𝚞𝚊𝚌̧𝚘̃𝚎𝚜 𝚘𝚗𝚍𝚎 𝚎𝚜𝚜𝚊 𝚒𝚍𝚎𝚒𝚊 𝚎́ 𝚊𝚖𝚎𝚊𝚌̧𝚊𝚍𝚊 𝚌𝚘𝚖𝚘, 𝚙𝚘𝚛 𝚎𝚡𝚎𝚖𝚙𝚕𝚘 𝚗𝚊 𝚎𝚜𝚌𝚘𝚕𝚊. 𝙿𝚎𝚕𝚘 𝚌𝚘𝚗𝚝𝚛𝚊́𝚛𝚒𝚘, 𝚚𝚞𝚎𝚖 𝚝𝚎𝚖 𝚞𝚖𝚊 𝚖𝚎𝚗𝚝𝚊𝚕𝚒𝚍𝚊𝚍𝚎 𝚍𝚎 𝚌𝚛𝚎𝚜𝚌𝚒𝚖𝚎𝚗𝚝𝚘, 𝚊𝚌𝚛𝚎𝚍𝚒𝚝𝚊 𝚚𝚞𝚎 𝚙𝚘𝚍𝚎 𝚍𝚎𝚜𝚎𝚗𝚟𝚘𝚕𝚟𝚎𝚛 𝚘𝚜 𝚜𝚎𝚞𝚜 𝚝𝚊𝚕𝚎𝚗𝚝𝚘𝚜 𝚌𝚘𝚖 𝚝𝚛𝚊𝚋𝚊𝚕𝚑𝚘, 𝚋𝚘𝚊𝚜 𝚎𝚜𝚝𝚛𝚊𝚝𝚎́𝚐𝚒𝚊𝚜 𝚎 𝚌𝚘𝚕𝚊𝚋𝚘𝚛𝚊𝚗𝚍𝚘 𝚌𝚘𝚖 𝚘𝚞𝚝𝚛𝚘𝚜. 𝙿𝚊𝚛𝚊 𝚎𝚜𝚝𝚎𝚜 𝚒𝚗𝚍𝚒𝚟𝚒́𝚍𝚞𝚘𝚜 𝚊 𝚒𝚐𝚗𝚘𝚛𝚊̂𝚗𝚌𝚒𝚊 𝚘𝚞 𝚊 𝚏𝚊𝚕𝚝𝚊 𝚍𝚎 𝚞𝚖𝚊 𝚌𝚘𝚖𝚙𝚎𝚝𝚎̂𝚗𝚌𝚒𝚊 𝚎́ 𝚞𝚖 𝚎𝚜𝚝𝚊𝚍𝚘 𝚝𝚎𝚖𝚙𝚘𝚛𝚊́𝚛𝚒𝚘 𝚚𝚞𝚎 𝚗𝚊̃𝚘 𝚝𝚎̂𝚖 𝚛𝚎𝚌𝚎𝚒𝚘 𝚍𝚎 𝚖𝚘𝚜𝚝𝚛𝚊𝚛.

𝙰 𝚎𝚜𝚌𝚘𝚕𝚊 𝚝𝚎𝚖 𝚊 𝚘𝚙𝚘𝚛𝚝𝚞𝚗𝚒𝚍𝚊𝚍𝚎 𝚍𝚎 𝚖𝚞𝚍𝚊𝚛 𝚘𝚞𝚝𝚛𝚊𝚜 𝚖𝚎𝚗𝚝𝚊𝚕𝚒𝚍𝚊𝚍𝚎𝚜. 𝙰 𝚖𝚎𝚗𝚝𝚊𝚕𝚒𝚍𝚊𝚍𝚎 𝚎𝚖𝚙𝚛𝚎𝚎𝚗𝚍𝚎𝚍𝚘𝚛𝚊 𝚎𝚜𝚝𝚊́ 𝚕𝚒𝚐𝚊𝚍𝚊 𝚊̀ 𝚖𝚎𝚗𝚝𝚊𝚕𝚒𝚍𝚊𝚍𝚎 𝚍𝚎 𝚌𝚛𝚎𝚜𝚌𝚒𝚖𝚎𝚗𝚝𝚘. 𝚀𝚞𝚎𝚖 𝚝𝚎𝚖 𝚎𝚜𝚝𝚊 𝚖𝚎𝚗𝚝𝚊𝚕𝚒𝚍𝚊𝚍𝚎 𝚝𝚎𝚗𝚍𝚎 𝚊 𝚝𝚘𝚖𝚊𝚛 𝚘 𝚌𝚘𝚗𝚝𝚛𝚘𝚕𝚘 𝚍𝚊 𝚜𝚞𝚊 𝚟𝚒𝚍𝚊, 𝚊 𝚝𝚎𝚛 𝚘𝚋𝚓𝚎𝚝𝚒𝚟𝚘𝚜 𝚌𝚘𝚗𝚟𝚒𝚗𝚌𝚎𝚗𝚝𝚎𝚜 𝚙𝚊𝚛𝚊 𝚘 𝚏𝚞𝚝𝚞𝚛𝚘 𝚎 𝚞𝚖𝚊 𝚟𝚒𝚜𝚊̃𝚘 𝚘𝚝𝚒𝚖𝚒𝚜𝚝𝚊 𝚍𝚘𝚜 𝚎𝚟𝚎𝚗𝚝𝚘𝚜 𝚊𝚍𝚟𝚎𝚛𝚜𝚘𝚜, 𝚟𝚎𝚗𝚍𝚘 𝚘𝚜 𝚙𝚛𝚘𝚋𝚕𝚎𝚖𝚊𝚜 𝚌𝚘𝚖𝚘 𝚘𝚙𝚘𝚛𝚝𝚞𝚗𝚒𝚍𝚊𝚍𝚎𝚜. 𝙽𝚊 𝚖𝚒𝚗𝚑𝚊 𝚌𝚛𝚘́𝚗𝚒𝚌𝚊 𝚄𝚖𝚊 𝚎𝚡𝚙𝚎𝚛𝚒𝚎̂𝚗𝚌𝚒𝚊 𝚎𝚖 𝙰́𝚏𝚛𝚒𝚌𝚊 (𝟸𝟶𝟸𝟶-𝟷𝟸-𝟶𝟾) 𝚛𝚎𝚏𝚎𝚛𝚒 𝚞𝚖 𝚙𝚛𝚘𝚓𝚎𝚝𝚘 𝚍𝚎 𝚒𝚗𝚟𝚎𝚜𝚝𝚒𝚐𝚊𝚌̧𝚊̃𝚘 𝚍𝚘 𝙱𝚊𝚗𝚌𝚘 𝙼𝚞𝚗𝚍𝚒𝚊𝚕 𝚚𝚞𝚎 𝚖𝚎𝚍𝚒𝚞 𝚞𝚖 𝚖𝚊𝚒𝚘𝚛 𝚒𝚖𝚙𝚊𝚌𝚝𝚘 𝚗𝚊 𝚏𝚘𝚛𝚖𝚊𝚌̧𝚊̃𝚘 𝚎𝚖 𝚎𝚖𝚙𝚛𝚎𝚎𝚗𝚍𝚎𝚍𝚘𝚛𝚒𝚜𝚖𝚘 𝚍𝚘 𝚚𝚞𝚎 𝚗𝚊 𝚏𝚘𝚛𝚖𝚊𝚌̧𝚊̃𝚘 𝚎𝚖 𝚐𝚎𝚜𝚝𝚊̃𝚘 𝚍𝚎 𝚖𝚒𝚌𝚛𝚘𝚎𝚖𝚙𝚛𝚎𝚜𝚊́𝚛𝚒𝚘𝚜 𝚍𝚘 𝚃𝚘𝚐𝚘.

𝙰 𝚛𝚎𝚌𝚎𝚗𝚝𝚎 𝚕𝚎𝚒𝚝𝚞𝚛𝚊 𝚍𝚘 𝚕𝚒𝚟𝚛𝚘 𝙱𝚞𝚒𝚕𝚍, 𝚍𝚎 𝚃𝚘𝚗𝚢 𝙵𝚊𝚍𝚎𝚕𝚕, 𝚌𝚑𝚊𝚖𝚘𝚞-𝚖𝚎 𝚊 𝚊𝚝𝚎𝚗𝚌̧𝚊̃𝚘 𝚙𝚊𝚛𝚊 𝚞𝚖𝚊 𝚘𝚞𝚝𝚛𝚊 𝚗𝚎𝚌𝚎𝚜𝚜𝚒𝚍𝚊𝚍𝚎 𝚍𝚎 𝚖𝚞𝚍𝚊𝚗𝚌̧𝚊 𝚍𝚎 𝚖𝚎𝚗𝚝𝚊𝚕𝚒𝚍𝚊𝚍𝚎 𝚚𝚞𝚎 𝚊 𝚎𝚜𝚌𝚘𝚕𝚊 𝚎, 𝚎𝚖 𝚙𝚊𝚛𝚝𝚒𝚌𝚞𝚕𝚊𝚛, 𝚘 𝙴𝚗𝚜𝚒𝚗𝚘 𝚂𝚞𝚙𝚎𝚛𝚒𝚘𝚛 𝚍𝚎𝚟𝚎 𝚙𝚛𝚘𝚖𝚘𝚟𝚎𝚛. 𝙾 𝚕𝚒𝚟𝚛𝚘 𝚎́ 𝚞𝚖 𝚖𝚒𝚜𝚝𝚘 𝚍𝚎 𝚋𝚒𝚘𝚐𝚛𝚊𝚏𝚒𝚊, 𝚑𝚒𝚜𝚝𝚘́𝚛𝚒𝚊 𝚍𝚎 𝚝𝚎𝚌𝚗𝚘𝚕𝚘𝚐𝚒𝚊 𝚎 𝚍𝚎 𝚊𝚌𝚘𝚗𝚜𝚎𝚕𝚑𝚊𝚖𝚎𝚗𝚝𝚘 𝚙𝚊𝚛𝚊 𝚓𝚘𝚟𝚎𝚗𝚜 𝚙𝚛𝚘𝚏𝚒𝚜𝚜𝚒𝚘𝚗𝚊𝚒𝚜, 𝚎 𝚙𝚊𝚛𝚊 𝚙𝚘𝚝𝚎𝚗𝚌𝚒𝚊𝚒𝚜 𝚎 𝚊𝚝𝚞𝚊𝚒𝚜 𝚎𝚖𝚙𝚛𝚎𝚎𝚗𝚍𝚎𝚍𝚘𝚛𝚎𝚜. 𝙰 𝚋𝚒𝚘𝚐𝚛𝚊𝚏𝚒𝚊 𝚌𝚘𝚗𝚏𝚞𝚗𝚍𝚎-𝚜𝚎 𝚌𝚘𝚖 𝚊 𝚑𝚒𝚜𝚝𝚘́𝚛𝚒𝚊 𝚍𝚊 𝚝𝚎𝚌𝚗𝚘𝚕𝚘𝚐𝚒𝚊 𝚙𝚘𝚒𝚜 𝚃𝚘𝚗𝚢 𝙵𝚊𝚍𝚎𝚕𝚕 𝚎𝚗𝚝𝚛𝚘𝚞 𝟷𝟿𝟿𝟷 𝚗𝚊 𝙶𝚎𝚗𝚎𝚛𝚊𝚕 𝙼𝚊𝚐𝚒𝚌 𝚘𝚗𝚍𝚎 𝚝𝚛𝚊𝚋𝚊𝚕𝚑𝚘𝚞 𝚗𝚘 𝚌𝚘𝚖𝚞𝚗𝚒𝚌𝚊𝚍𝚘𝚛 𝚙𝚎𝚜𝚜𝚘𝚊𝚕 𝚂𝚘𝚗𝚢 𝙼𝚊𝚐𝚒𝚌 𝙻𝚒𝚗𝚔, 𝚎𝚖 𝟷𝟿𝟿𝟽, 𝚌𝚛𝚒𝚘𝚞 𝚘 𝙿𝚑𝚒𝚕𝚒𝚙𝚜 𝚅𝚎𝚕𝚘, 𝚎𝚖 𝟸𝟶𝟶𝟷, 𝚕𝚎𝚟𝚘𝚞 𝚊 𝚜𝚞𝚊 𝚎𝚚𝚞𝚒𝚙𝚊 𝚙𝚊𝚛𝚊 𝚊 𝙰𝚙𝚙𝚕𝚎 𝚙𝚊𝚛𝚊 𝚌𝚛𝚒𝚊𝚛 𝚘 𝚙𝚛𝚒𝚖𝚎𝚒𝚛𝚘 𝚒𝙿𝚘𝚍, 𝚎𝚖 𝟸𝟶𝟶𝟽, 𝚕𝚒𝚍𝚎𝚛𝚘𝚞 𝚊 𝚍𝚒𝚟𝚒𝚜𝚊̃𝚘 𝚚𝚞𝚎 𝚙𝚛𝚘𝚍𝚞𝚣𝚒𝚞 𝚘 𝚒𝙿𝚑𝚘𝚗𝚎 𝚎 𝚎𝚖 𝟸𝟶𝟷𝟶 𝚌𝚛𝚒𝚘𝚞 𝚊 𝙽𝚎𝚜𝚝 𝚘𝚗𝚍𝚎 𝚍𝚎𝚜𝚎𝚗𝚟𝚘𝚕𝚟𝚎𝚞 𝚘 𝚌𝚘𝚗𝚑𝚎𝚌𝚒𝚍𝚘 𝚝𝚎𝚛𝚖𝚘𝚜𝚝𝚊𝚝𝚘 𝚒𝚗𝚝𝚎𝚕𝚒𝚐𝚎𝚗𝚝𝚎 𝚝𝚎𝚗𝚍𝚘 𝚟𝚎𝚗𝚍𝚒𝚍𝚘 𝚊 𝚎𝚖𝚙𝚛𝚎𝚜𝚊 𝚊̀ 𝙶𝚘𝚘𝚐𝚕𝚎 𝚎𝚖 𝟸𝟶𝟷𝟺. 𝙳𝚎𝚜𝚍𝚎 𝚎𝚗𝚝𝚊̃𝚘 𝚝𝚎𝚖 𝚜𝚒𝚍𝚘 𝚖𝚎𝚗𝚝𝚘𝚛 𝚎 𝚒𝚗𝚟𝚎𝚜𝚝𝚒𝚍𝚘𝚛 𝚎𝚖 𝚜𝚝𝚊𝚛𝚝𝚞𝚙𝚜. 𝙿𝚊𝚛𝚊 𝚊𝚕𝚎́𝚖 𝚍𝚎 𝚌𝚘𝚗𝚝𝚊𝚛 𝚊𝚜 𝚙𝚎𝚛𝚒𝚙𝚎́𝚌𝚒𝚊𝚜 𝚍𝚘𝚜 𝚍𝚎𝚜𝚎𝚗𝚟𝚘𝚕𝚟𝚒𝚖𝚎𝚗𝚝𝚘𝚜 𝚍𝚎𝚜𝚝𝚎𝚜 𝚙𝚛𝚘𝚍𝚞𝚝𝚘𝚜, 𝚘 𝚊𝚞𝚝𝚘𝚛 𝚊𝚙𝚛𝚘𝚟𝚎𝚒𝚝𝚘𝚞 𝚘 𝚕𝚒𝚟𝚛𝚘 𝚙𝚊𝚛𝚊 𝚙𝚊𝚜𝚜𝚊𝚛 𝚊 𝚎𝚜𝚌𝚛𝚒𝚝𝚘 𝚖𝚞𝚒𝚝𝚘𝚜 𝚍𝚘𝚜 𝚌𝚘𝚗𝚜𝚎𝚕𝚑𝚘𝚜 𝚚𝚞𝚎 𝚝𝚎𝚖 𝚝𝚛𝚊𝚗𝚜𝚖𝚒𝚝𝚒𝚍𝚘 𝚗𝚊 𝚜𝚞𝚊 𝚊𝚝𝚒𝚟𝚒𝚍𝚊𝚍𝚎 𝚍𝚎 𝚖𝚎𝚗𝚝𝚘𝚛.

𝙱𝚊𝚜𝚎𝚊𝚍𝚘 𝚗𝚊 𝚜𝚞𝚊 𝚎𝚡𝚙𝚎𝚛𝚒𝚎̂𝚗𝚌𝚒𝚊 𝚙𝚎𝚜𝚜𝚘𝚊𝚕, 𝚃𝚘𝚗𝚢 𝙵𝚊𝚍𝚎𝚕𝚕 𝚛𝚎𝚌𝚘𝚖𝚎𝚗𝚍𝚊 𝚊𝚘𝚜 𝚓𝚘𝚟𝚎𝚗𝚜 𝚎𝚗𝚐𝚎𝚗𝚑𝚎𝚒𝚛𝚘𝚜 𝚚𝚞𝚎 𝚒𝚗𝚒𝚌𝚒𝚎𝚖 𝚊 𝚜𝚞𝚊 𝚟𝚒𝚍𝚊 𝚙𝚛𝚘𝚏𝚒𝚜𝚜𝚒𝚘𝚗𝚊𝚕 𝚗𝚞𝚖𝚊 𝚎𝚖𝚙𝚛𝚎𝚜𝚊 𝚚𝚞𝚎 𝚝𝚛𝚊𝚋𝚊𝚕𝚑𝚎 𝚗𝚞𝚖 𝚙𝚛𝚘𝚍𝚞𝚝𝚘 𝚒𝚗𝚘𝚟𝚊𝚍𝚘𝚛, 𝚚𝚞𝚎 𝚛𝚎𝚜𝚘𝚕𝚟𝚊 𝚞𝚖 𝚙𝚛𝚘𝚋𝚕𝚎𝚖𝚊 𝚛𝚎𝚊𝚕, 𝚌𝚘𝚖 𝚞𝚖 𝚖𝚎𝚛𝚌𝚊𝚍𝚘 𝚙𝚘𝚝𝚎𝚗𝚌𝚒𝚊𝚕𝚖𝚎𝚗𝚝𝚎 𝚐𝚛𝚊𝚗𝚍𝚎 𝚎 𝚌𝚘𝚖 𝚞𝚖𝚊 𝚕𝚒𝚍𝚎𝚛𝚊𝚗𝚌̧𝚊 𝚌𝚊𝚙𝚊𝚣 𝚍𝚎 𝚊𝚍𝚊𝚙𝚝𝚊𝚛 𝚘 𝚙𝚛𝚘𝚍𝚞𝚝𝚘 𝚊̀𝚜 𝚗𝚎𝚌𝚎𝚜𝚜𝚒𝚍𝚊𝚍𝚎𝚜 𝚍𝚘𝚜 𝚌𝚕𝚒𝚎𝚗𝚝𝚎𝚜, 𝚘𝚗𝚍𝚎 𝚙𝚘𝚜𝚜𝚊𝚖 𝚊𝚙𝚛𝚎𝚗𝚍𝚎𝚛 𝚘𝚜 𝚍𝚎𝚜𝚊𝚏𝚒𝚘𝚜 𝚍𝚎 𝚍𝚎𝚜𝚎𝚗𝚟𝚘𝚕𝚟𝚎𝚛 𝚎 𝚌𝚘𝚖𝚎𝚛𝚌𝚒𝚊𝚕𝚒𝚣𝚊𝚛 𝚞𝚖 𝚙𝚛𝚘𝚍𝚞𝚝𝚘. 𝙽𝚊̃𝚘 𝚊𝚌𝚑𝚊 𝚚𝚞𝚎, 𝚙𝚘𝚛 𝚎𝚡𝚎𝚖𝚙𝚕𝚘, 𝚘 𝚝𝚛𝚊𝚋𝚊𝚕𝚑𝚘 𝚗𝚞𝚖𝚊 𝚌𝚘𝚗𝚜𝚞𝚕𝚝𝚘𝚛𝚊 𝚍𝚎 𝚐𝚎𝚜𝚝𝚊̃𝚘 𝚜𝚎𝚓𝚊 𝚝𝚊̃𝚘 𝚟𝚊𝚕𝚒𝚘𝚜𝚘 𝚙𝚘𝚒𝚜, 𝚊𝚙𝚎𝚜𝚊𝚛 𝚍𝚎 𝚏𝚛𝚎𝚚𝚞𝚎𝚗𝚝𝚎𝚖𝚎𝚗𝚝𝚎 𝚖𝚊𝚒𝚜 𝚋𝚎𝚖 𝚛𝚎𝚖𝚞𝚗𝚎𝚛𝚊𝚍𝚘 𝚎 𝚍𝚎 𝚙𝚘𝚝𝚎𝚗𝚌𝚒𝚊𝚛 𝚌𝚘𝚗𝚝𝚊𝚌𝚝𝚘𝚜 𝚌𝚘𝚖 𝚐𝚛𝚊𝚗𝚍𝚎𝚜 𝚎𝚖𝚙𝚛𝚎𝚜𝚊𝚜, 𝚍𝚊́ 𝚞𝚖𝚊 𝚟𝚒𝚜𝚊̃𝚘 𝚖𝚞𝚒𝚝𝚘 𝚕𝚒𝚖𝚒𝚝𝚊𝚍𝚊 𝚍𝚊 𝚎𝚖𝚙𝚛𝚎𝚜𝚊 𝚚𝚞𝚎 𝚎́ 𝚌𝚕𝚒𝚎𝚗𝚝𝚎 𝚍𝚘 𝚙𝚛𝚘𝚓𝚎𝚝𝚘 𝚍𝚎 𝚌𝚘𝚗𝚜𝚞𝚕𝚝𝚘𝚛𝚒𝚊.

𝙾 𝚚𝚞𝚎 𝚃𝚘𝚗𝚢 𝙵𝚊𝚍𝚎𝚕𝚕 𝚛𝚎𝚌𝚘𝚖𝚎𝚗𝚍𝚊, 𝚜𝚎𝚖 𝚘 𝚍𝚒𝚣𝚎𝚛 𝚍𝚎𝚜𝚝𝚊 𝚏𝚘𝚛𝚖𝚊, 𝚎́ 𝚚𝚞𝚎 𝚘 𝚓𝚘𝚟𝚎𝚖 𝚎𝚗𝚐𝚎𝚗𝚑𝚎𝚒𝚛𝚘 𝚍𝚎𝚟𝚎 𝚊𝚙𝚛𝚘𝚟𝚎𝚒𝚝𝚊𝚛 𝚘 𝚒𝚗𝚒́𝚌𝚒𝚘 𝚍𝚊 𝚜𝚞𝚊 𝚌𝚊𝚛𝚛𝚎𝚒𝚛𝚊 𝚙𝚊𝚛𝚊 𝚍𝚎𝚜𝚎𝚗𝚟𝚘𝚕𝚟𝚎𝚛 𝚞𝚖𝚊 𝚖𝚎𝚗𝚝𝚊𝚕𝚒𝚍𝚊𝚍𝚎 𝚍𝚎 𝚙𝚛𝚘𝚍𝚞𝚝𝚘 𝚚𝚞𝚎 𝚎́ 𝚖𝚞𝚒𝚝𝚘 𝚍𝚒𝚏𝚎𝚛𝚎𝚗𝚝𝚎 𝚍𝚊 𝚖𝚎𝚗𝚝𝚊𝚕𝚒𝚍𝚊𝚍𝚎 𝚍𝚎 𝚙𝚛𝚘𝚓𝚎𝚝𝚘, 𝚑𝚊𝚋𝚒𝚝𝚞𝚊𝚕 𝚗𝚊 𝚏𝚘𝚛𝚖𝚊𝚌̧𝚊̃𝚘 𝚞𝚗𝚒𝚟𝚎𝚛𝚜𝚒𝚝𝚊́𝚛𝚒𝚊. 𝙴𝚜𝚝𝚊 𝚖𝚎𝚗𝚝𝚊𝚕𝚒𝚍𝚊𝚍𝚎 𝚋𝚊𝚜𝚎𝚒𝚊-𝚜𝚎 𝚗𝚊 𝚒𝚍𝚎𝚒𝚊 𝚍𝚎 𝚚𝚞𝚎 𝚜𝚎 𝚍𝚎𝚟𝚎 𝚍𝚎𝚏𝚒𝚗𝚒𝚛 𝚙𝚛𝚎𝚟𝚒𝚊𝚖𝚎𝚗𝚝𝚎 𝚘 𝚛𝚎𝚜𝚞𝚕𝚝𝚊𝚍𝚘 𝚍𝚎𝚜𝚎𝚓𝚊𝚍𝚘 𝚎 𝚙𝚕𝚊𝚗𝚎𝚊𝚛 𝚍𝚎𝚝𝚊𝚕𝚑𝚊𝚍𝚊𝚖𝚎𝚗𝚝𝚎 𝚊 𝚜𝚎𝚚𝚞𝚎̂𝚗𝚌𝚒𝚊 𝚍𝚎 𝚊𝚝𝚒𝚟𝚒𝚍𝚊𝚍𝚎𝚜 𝚗𝚎𝚌𝚎𝚜𝚜𝚊́𝚛𝚒𝚊𝚜 𝚙𝚊𝚛𝚊 𝚘 𝚌𝚘𝚗𝚜𝚎𝚐𝚞𝚒𝚛. 𝚄𝚖 𝚙𝚛𝚘𝚓𝚎𝚝𝚘 𝚝𝚎𝚖 𝚞𝚖 𝚌𝚊𝚛𝚊́𝚝𝚎𝚛 𝚝𝚎𝚖𝚙𝚘𝚛𝚊́𝚛𝚒𝚘, 𝚞𝚖 𝚛𝚎𝚜𝚞𝚕𝚝𝚊𝚍𝚘 𝚙𝚛𝚎𝚝𝚎𝚗𝚍𝚒𝚍𝚘, 𝚞𝚖𝚊 𝚌𝚊𝚕𝚎𝚗𝚍𝚊𝚛𝚒𝚣𝚊𝚌̧𝚊̃𝚘 𝚎 𝚞𝚖 𝚘𝚛𝚌̧𝚊𝚖𝚎𝚗𝚝𝚘. 𝙳𝚎𝚏𝚒𝚗𝚒𝚍𝚊 𝚊 𝚌𝚘𝚗𝚌𝚕𝚞𝚜𝚊̃𝚘, 𝚑𝚊́ 𝚙𝚘𝚞𝚌𝚊 𝚗𝚎𝚌𝚎𝚜𝚜𝚒𝚍𝚊𝚍𝚎 𝚍𝚎 𝚖𝚊𝚒𝚜 𝚙𝚎𝚗𝚜𝚊𝚖𝚎𝚗𝚝𝚘 𝚎𝚜𝚝𝚛𝚊𝚝𝚎́𝚐𝚒𝚌𝚘: 𝚘 𝚞́𝚗𝚒𝚌𝚘 𝚘𝚋𝚓𝚎𝚝𝚒𝚟𝚘 𝚎́ 𝚘 𝚍𝚎 𝚛𝚎𝚍𝚞𝚣𝚒𝚛 𝚘 𝚝𝚎𝚖𝚙𝚘 𝚎 𝚘 𝚌𝚞𝚜𝚝𝚘, 𝚖𝚊𝚗𝚝𝚎𝚗𝚍𝚘 𝚘 𝚌𝚞𝚖𝚙𝚛𝚒𝚖𝚎𝚗𝚝𝚘 𝚍𝚘 𝚌𝚛𝚒𝚝𝚎́𝚛𝚒𝚘 𝚍𝚎 𝚊𝚌𝚎𝚒𝚝𝚊𝚌̧𝚊̃𝚘 𝚍𝚘 𝚛𝚎𝚜𝚞𝚕𝚝𝚊𝚍𝚘 𝚏𝚒𝚗𝚊𝚕.

𝙿𝚎𝚕𝚘 𝚌𝚘𝚗𝚝𝚛𝚊́𝚛𝚒𝚘, 𝚊 𝚖𝚎𝚗𝚝𝚊𝚕𝚒𝚍𝚊𝚍𝚎 𝚍𝚎 𝚙𝚛𝚘𝚍𝚞𝚝𝚘 𝚋𝚊𝚜𝚎𝚒𝚊-𝚜𝚎 𝚗𝚊 𝚒𝚍𝚎𝚒𝚊 𝚎𝚖 𝚚𝚞𝚎 𝚘 𝚖𝚊𝚒𝚜 𝚒𝚖𝚙𝚘𝚛𝚝𝚊𝚗𝚝𝚎 𝚜𝚊̃𝚘 𝚊𝚜 𝚙𝚎𝚜𝚜𝚘𝚊𝚜 𝚚𝚞𝚎 𝚒𝚛𝚊̃𝚘 𝚋𝚎𝚗𝚎𝚏𝚒𝚌𝚒𝚊𝚛 𝚍𝚘 𝚚𝚞𝚎 𝚜𝚎 𝚎𝚜𝚝𝚊́ 𝚊 𝚍𝚎𝚜𝚎𝚗𝚟𝚘𝚕𝚟𝚎𝚛. 𝙿𝚊𝚛𝚊 𝚞𝚖 𝚙𝚛𝚘𝚍𝚞𝚝𝚘 𝚝𝚎𝚛 𝚛𝚎𝚊𝚕𝚖𝚎𝚗𝚝𝚎 𝚜𝚞𝚌𝚎𝚜𝚜𝚘 𝚙𝚛𝚎𝚌𝚒𝚜𝚊 𝚍𝚎 𝚜𝚊𝚝𝚒𝚜𝚏𝚊𝚣𝚎𝚛 𝚞𝚖 𝚍𝚎𝚜𝚎𝚓𝚘 𝚘𝚞 𝚞𝚖𝚊 𝚗𝚎𝚌𝚎𝚜𝚜𝚒𝚍𝚊𝚍𝚎 𝚎 𝚍𝚎 𝚜𝚎𝚛 𝚊𝚍𝚘𝚝𝚊𝚍𝚘 𝚙𝚎𝚕𝚘 𝚌𝚕𝚒𝚎𝚗𝚝𝚎. 𝙰 𝚍𝚒𝚏𝚒𝚌𝚞𝚕𝚍𝚊𝚍𝚎 𝚎́ 𝚚𝚞𝚎 𝚗𝚊̃𝚘 𝚜𝚘́ 𝚎́ 𝚍𝚒𝚏𝚒́𝚌𝚒𝚕 𝚒𝚍𝚎𝚗𝚝𝚒𝚏𝚒𝚌𝚊𝚛 𝚘 𝚚𝚞𝚎 𝚘𝚜 𝚌𝚕𝚒𝚎𝚗𝚝𝚎𝚜 𝚙𝚛𝚘𝚌𝚞𝚛𝚊𝚖, 𝚌𝚘𝚖𝚘 𝚎𝚜𝚜𝚊𝚜 𝚗𝚎𝚌𝚎𝚜𝚜𝚒𝚍𝚊𝚍𝚎𝚜 𝚎𝚟𝚘𝚕𝚞𝚎𝚖 𝚌𝚘𝚖 𝚘 𝚝𝚎𝚖𝚙𝚘. 𝙸𝚜𝚝𝚘 𝚒𝚖𝚙𝚘̃𝚎 𝚒𝚝𝚎𝚛𝚊𝚌̧𝚘̃𝚎𝚜 𝚒𝚗𝚌𝚛𝚎𝚖𝚎𝚗𝚝𝚊𝚒𝚜 𝚍𝚎 𝚌𝚒𝚌𝚕𝚘𝚜 𝚍𝚎 𝚙𝚕𝚊𝚗𝚎𝚊𝚖𝚎𝚗𝚝𝚘, 𝚎𝚡𝚎𝚌𝚞𝚌̧𝚊̃𝚘 𝚎 𝚊𝚟𝚊𝚕𝚒𝚊𝚌̧𝚊̃𝚘 𝚎 𝚘 𝚌𝚘𝚗𝚝𝚊𝚌𝚝𝚘 𝚙𝚎𝚛𝚖𝚊𝚗𝚎𝚗𝚝𝚎 𝚌𝚘𝚖 𝚘𝚜 𝚙𝚘𝚝𝚎𝚗𝚌𝚒𝚊𝚒𝚜 𝚌𝚕𝚒𝚎𝚗𝚝𝚎𝚜.

𝙰 𝚖𝚎𝚗𝚝𝚊𝚕𝚒𝚍𝚊𝚍𝚎 𝚍𝚎 𝚙𝚛𝚘𝚍𝚞𝚝𝚘 𝚙𝚘𝚍𝚎 𝚝𝚊𝚖𝚋𝚎́𝚖 𝚜𝚎𝚛 𝚙𝚛𝚘𝚖𝚘𝚟𝚒𝚍𝚊 𝚗𝚘 𝚊̂𝚖𝚋𝚒𝚝𝚘 𝚍𝚊 𝚏𝚘𝚛𝚖𝚊𝚌̧𝚊̃𝚘 𝚍𝚘 𝚎𝚗𝚐𝚎𝚗𝚑𝚎𝚒𝚛𝚘, 𝚍𝚎𝚜𝚊𝚏𝚒𝚊𝚗𝚍𝚘 𝚘𝚜 𝚎𝚜𝚝𝚞𝚍𝚊𝚗𝚝𝚎𝚜 𝚊 𝚎𝚗𝚌𝚘𝚗𝚝𝚛𝚊𝚛 𝚜𝚘𝚕𝚞𝚌̧𝚘̃𝚎𝚜 𝚙𝚊𝚛𝚊 𝚙𝚛𝚘𝚋𝚕𝚎𝚖𝚊𝚜 𝚖𝚊𝚕 𝚍𝚎𝚏𝚒𝚗𝚒𝚍𝚘𝚜, 𝚖𝚊𝚜 𝚌𝚘𝚖 𝚋𝚎𝚗𝚎𝚏𝚒𝚌𝚒𝚊́𝚛𝚒𝚘𝚜 𝚋𝚎𝚖 𝚒𝚍𝚎𝚗𝚝𝚒𝚏𝚒𝚌𝚊𝚍𝚘𝚜. 𝙳𝚎𝚜𝚜𝚊 𝚏𝚘𝚛𝚖𝚊, 𝚘 𝚙𝚊𝚙𝚎𝚕 𝚍𝚎 𝚊𝚟𝚊𝚕𝚒𝚊𝚍𝚘𝚛 𝚍𝚊 𝚜𝚘𝚕𝚞𝚌̧𝚊̃𝚘 𝚙𝚊𝚜𝚜𝚊 𝚙𝚊𝚛𝚊 𝚚𝚞𝚎𝚖 𝚝𝚎𝚖 𝚘 𝚙𝚛𝚘𝚋𝚕𝚎𝚖𝚊, 𝚏𝚒𝚌𝚊𝚗𝚍𝚘 𝚘 𝚙𝚛𝚘𝚏𝚎𝚜𝚜𝚘𝚛 𝚛𝚎𝚜𝚙𝚘𝚗𝚜𝚊́𝚟𝚎𝚕 𝚙𝚘𝚛 𝚊𝚟𝚊𝚕𝚒𝚊𝚛 𝚊 𝚏𝚘𝚛𝚖𝚊 𝚌𝚘𝚖𝚘 𝚘 𝚊𝚕𝚞𝚗𝚘 𝚞𝚜𝚘𝚞 𝚘𝚜 𝚜𝚎𝚞𝚜 𝚌𝚘𝚗𝚑𝚎𝚌𝚒𝚖𝚎𝚗𝚝𝚘𝚜 𝚗𝚊 𝚙𝚛𝚘𝚌𝚞𝚛𝚊 𝚍𝚊 𝚜𝚘𝚕𝚞𝚌̧𝚊̃𝚘. 𝙴́ 𝚙𝚘𝚜𝚜𝚒́𝚟𝚎𝚕, 𝚝𝚊𝚕 𝚌𝚘𝚖𝚘 𝚗𝚘 𝚌𝚊𝚜𝚘 𝚍𝚘 𝙼𝚊𝚐𝚒𝚌 𝙻𝚒𝚗𝚔, 𝚚𝚞𝚎 𝚘 𝚛𝚎𝚜𝚞𝚕𝚝𝚊𝚍𝚘 𝚗𝚊̃𝚘 𝚜𝚎𝚓𝚊 𝚟𝚊𝚕𝚒𝚍𝚊𝚍𝚘 𝚙𝚎𝚕𝚘𝚜 𝚌𝚕𝚒𝚎𝚗𝚝𝚎𝚜, 𝚖𝚊𝚜 𝚘 𝚎𝚜𝚝𝚞𝚍𝚊𝚗𝚝𝚎 𝚏𝚒𝚌𝚊𝚛𝚊́ 𝚜𝚎𝚖𝚙𝚛𝚎 𝚌𝚘𝚖 𝚞𝚖𝚊 𝚎𝚡𝚙𝚎𝚛𝚒𝚎̂𝚗𝚌𝚒𝚊 𝚟𝚊𝚕𝚒𝚘𝚜𝚊, 𝚌𝚘𝚗𝚏𝚒𝚛𝚖𝚊𝚗𝚍𝚘 𝚊 𝚏𝚛𝚊𝚜𝚎 𝚍𝚎 𝚚𝚞𝚎 “𝚊𝚘𝚜 𝚟𝚒𝚗𝚝𝚎 𝚊𝚗𝚘𝚜 𝚘 𝚞́𝚗𝚒𝚌𝚘 𝚏𝚛𝚊𝚌𝚊𝚜𝚜𝚘 𝚎́ 𝚊 𝚒𝚗𝚊𝚌̧𝚊̃𝚘, 𝚝𝚞𝚍𝚘 𝚘 𝚛𝚎𝚜𝚝𝚘 𝚜𝚊̃𝚘 𝚝𝚎𝚗𝚝𝚊𝚝𝚒𝚟𝚊𝚜 𝚎 𝚎𝚛𝚛𝚘𝚜”.

* Professor do Instituto Superior Técnico

IN "iN"-20/12/22 .