CARMO MACHADO

 .

A minha experiência surreal

como vigilante da Prova

de Aferição do 8º ano

A prova de aferição de Tecnologias de Informação e Comunicação foi o primeiro teste a esta inovadora avaliação digital em curso e será realizado nos próximos dias por cerca de 90 mil alunos. Eu, professora e cronista, estive lá   

𝖵𝗂𝗀𝗂𝖾𝗂 𝗁𝗈𝗃𝖾 𝖽𝖾 𝗆𝖺𝗇𝗁𝖺̃ 𝗎𝗆𝖺 𝖽𝖺𝗌 𝗉𝗈𝗎𝖼𝖺𝗌 𝗉𝗋𝗈𝗏𝖺𝗌 𝖽𝖾 𝖺𝖿𝖾𝗋𝗂𝖼̧𝖺̃𝗈 𝗊𝗎𝖾, 𝖾𝗆 𝗆𝗂𝗇𝗁𝖺 𝗈𝗉𝗂𝗇𝗂𝖺̃𝗈, 𝗉𝗈𝖽𝖾 𝖾 𝖽𝖾𝗏𝖾 𝗌𝖾𝗋 𝖿𝖾𝗂𝗍𝖺 𝖼𝗈𝗆 𝗋𝖾𝖼𝗎𝗋𝗌𝗈 𝖺̀𝗌 𝗇𝗈𝗏𝖺𝗌 𝗍𝖾𝖼𝗇𝗈𝗅𝗈𝗀𝗂𝖺𝗌 𝖽𝖾 𝖨𝗇𝖿𝗈𝗋𝗆𝖺𝖼̧𝖺̃𝗈: 𝖺 𝖯𝗋𝗈𝗏𝖺 𝖳𝖨𝖢. 𝖢𝗈𝗇𝗌𝗍𝗂𝗍𝗎𝗂́𝖽𝖺 𝗉𝗈𝗋 𝖼𝖺𝗍𝗈𝗋𝗓𝖾 𝗍𝖺𝗋𝖾𝖿𝖺𝗌, 𝖽𝖾𝗌𝖽𝖾 𝖺 𝖺𝗅𝗍𝖾𝗋𝖺𝖼̧𝖺̃𝗈 𝖽𝖺 𝗉𝖺𝗅𝖺𝗏𝗋𝖺 𝗉𝖺𝗌𝗌𝖾, 𝖺̀ 𝖼𝗋𝗂𝖺𝖼̧𝖺̃𝗈 𝖽𝖾 𝗎𝗆 𝗌𝗂́𝗍𝗂𝗈 𝗇𝖺 𝗂𝗇𝗍𝖾𝗋𝗇𝖾𝗍, 𝖽𝖾 𝗎𝗆𝖺 𝖺𝗉𝗋𝖾𝗌𝖾𝗇𝗍𝖺𝖼̧𝖺̃𝗈 𝖾𝗆 𝖿𝗈𝗋𝗆𝖺𝗍𝗈 𝖽𝗂𝗀𝗂𝗍𝖺𝗅 𝗈𝗎 𝖽𝖾 𝗎𝗆 𝗂𝗇𝖿𝗈𝗀𝗋𝖺́𝖿𝗂𝖼𝗈, 𝗉𝖺𝗌𝗌𝖺𝗇𝖽𝗈 𝗉𝖾𝗅𝖺 𝗋𝖾𝖼𝖾𝖼̧𝖺̃𝗈 𝖾 𝖾𝗇𝗏𝗂𝗈 𝖽𝖾 𝖼𝗈𝗋𝗋𝖾𝗂𝗈 𝗂𝗇𝗌𝗍𝗂𝗍𝗎𝖼𝗂𝗈𝗇𝖺𝗅 𝖼𝗈𝗆 𝖿𝗂𝖼𝗁𝖾𝗂𝗋𝗈𝗌 𝖾𝗆 𝖺𝗇𝖾𝗑𝗈, 𝗀𝗎𝖺𝗋𝖽𝖺𝗋 𝖿𝗂𝖼𝗁𝖾𝗂𝗋𝗈𝗌 𝗇𝖺 𝗇𝗎𝗏𝖾𝗆, 𝖿𝖺𝗓𝖾𝗋 𝗍𝗋𝖺𝖻𝖺𝗅𝗁𝗈𝗌 𝖽𝖾 𝗀𝗋𝗎𝗉𝗈 𝖺𝗍𝖾́ 𝖺̀ 𝗌𝗎𝖻𝗆𝗂𝗌𝗌𝖺̃𝗈 𝖽𝖺 𝗉𝗋𝗈𝗏𝖺 𝖾 𝗍𝖾́𝗋𝗆𝗂𝗇𝗈 𝖽𝖺 𝗌𝖾𝗌𝗌𝖺̃𝗈, 𝖺 𝗉𝗋𝗈𝗏𝖺 𝗊𝗎𝖾 𝖺𝖻𝗈𝗋𝖽𝗈𝗎 𝗍𝖾𝗆𝖺𝗌 𝖼𝗈𝗆𝗈 𝖺 𝗂𝗆𝗉𝗈𝗋𝗍𝖺̂𝗇𝖼𝗂𝖺 𝖽𝖺 𝖺́𝗀𝗎𝖺 𝖾 𝖺 𝖽𝖾𝗌𝗂𝗇𝖿𝗈𝗋𝗆𝖺𝖼̧𝖺̃𝗈 𝗊𝗎𝖾 𝖼𝗋𝖾𝗌𝖼𝖾 𝗉𝖾𝗅𝖺 𝗆𝗎𝗇𝖽𝗈 𝖽𝗂𝗀𝗂𝗍𝖺𝗅, 𝖼𝗈𝗆 𝖾𝗌𝗉𝖾𝖼𝗂𝖺𝗅 𝖽𝖾𝗌𝗍𝖺𝗊𝗎𝖾 𝗉𝖺𝗋𝖺 𝖺𝗌 𝖿𝖺𝗄𝖾 𝗇𝖾𝗐𝗌, 𝖼𝗈𝗆𝖾𝖼̧𝗈𝗎 𝗅𝗈𝗀𝗈 𝗆𝖺𝗅. 𝖰𝗎𝖺𝗇𝖽𝗈 𝗇𝗈𝗌 𝖿𝗈𝗂 𝖾𝗇𝗍𝗋𝖾𝗀𝗎𝖾 𝖺 𝗉𝖺𝗅𝖺𝗏𝗋𝖺 𝗉𝖺𝗌𝗌𝖾 𝗊𝗎𝖾 𝖽𝖺𝗋𝗂𝖺 𝖺𝖼𝖾𝗌𝗌𝗈 𝖺̀ 𝗉𝗋𝗈𝗏𝖺, 𝗈 𝗊𝗎𝖾 𝗏𝗂𝗇𝗁𝖺 𝗂𝗆𝗉𝗋𝖾𝗌𝗌𝗈 𝖾𝗋𝖺: 𝖯𝗋𝗂𝗆𝖺𝖵𝖤𝖱𝖠. 𝖯𝗈𝗋𝖾́𝗆, 𝖼𝗈𝗆 𝖾𝗌𝗍𝖺 𝗉𝖺𝗅𝖺𝗏𝗋𝖺 𝖽𝖾 𝖺𝖼𝖾𝗌𝗌𝗈, 𝗇𝗂𝗇𝗀𝗎𝖾́𝗆 𝖼𝗈𝗇𝗌𝖾𝗀𝗎𝗂𝗎 𝖺𝖼𝖾𝖽𝖾𝗋 𝗈 𝗊𝗎𝖾, 𝗉𝖺𝗋𝖺 𝖼𝗈𝗆𝖾𝖼̧𝖺𝗋, 𝗃𝖺́ 𝖾𝗋𝖺 𝗎𝗆 𝗉𝖾𝗊𝗎𝖾𝗇𝗈 𝗉𝗋𝗈𝖻𝗅𝖾𝗆𝖺… 𝖣𝖾𝗌𝗍𝖾 𝗆𝗈𝖽𝗈, 𝗆𝗎𝗇𝗂𝖽𝗈𝗌 𝖽𝖾 𝗍𝗈𝖽𝖺 𝖺 𝖼𝖺𝗅𝗆𝖺 𝖾 𝖾𝗑𝗉𝖾𝗋𝗂𝖾̂𝗇𝖼𝗂𝖺 𝗊𝗎𝖾 𝖼𝖺𝗋𝖺𝖼𝗍𝖾𝗋𝗂𝗓𝖺𝗆 𝗎𝗆 𝗉𝗋𝗈𝖿𝖾𝗌𝗌𝗈𝗋, 𝖼𝗈𝗇𝗌𝖾𝗀𝗎𝗂𝗆𝗈𝗌 𝖽𝖾𝗌𝖼𝗈𝖻𝗋𝗂𝗋 – 𝗉𝗈𝗋 𝗍𝖾𝗇𝗍𝖺𝗍𝗂𝗏𝖺 𝖾 𝖾𝗋𝗋𝗈 – 𝗊𝗎𝖾 𝖺 𝗏𝖾𝗋𝖽𝖺𝖽𝖾𝗂𝗋𝖺 𝗉𝖺𝗅𝖺𝗏𝗋𝖺 𝗉𝖺𝗌𝗌𝖾 𝖾𝗋𝖺 “𝗉𝗋𝗂𝗆𝖺𝖵𝖤𝖱𝖠” 𝖾 𝗇𝖺̃𝗈 “𝖯𝗋𝗂𝗆𝖺𝖵𝖤𝖱𝖠” (𝖺𝗍𝖾𝗇𝗍𝖾 𝗈 𝗅𝖾𝗂𝗍𝗈𝗋 𝗇𝗈 𝗉𝖾𝗊𝗎𝖾𝗇𝗈 𝖽𝖾𝗍𝖺𝗅𝗁𝖾).

𝖴𝗅𝗍𝗋𝖺𝗉𝖺𝗌𝗌𝖺𝖽𝗈 𝗈 𝗉𝗋𝗂𝗆𝖾𝗂𝗋𝗈 𝗈𝖻𝗌𝗍𝖺́𝖼𝗎𝗅𝗈, 𝗍𝗂𝗏𝖾𝗆𝗈𝗌 𝗎𝗆 𝗌𝗂𝗌𝗍𝖾𝗆𝖺 𝗅𝖾𝗇𝗍𝗈, 𝖼𝗈𝗆𝗉𝗎𝗍𝖺𝖽𝗈𝗋𝖾𝗌 𝗊𝗎𝖾 𝖻𝗅𝗈𝗊𝗎𝖾𝖺𝗋𝖺𝗆 𝖺 𝖼𝖺𝖽𝖺 𝖽𝗈𝗂𝗌 𝗆𝗂𝗇𝗎𝗍𝗈𝗌, 𝗎𝗆 𝗉𝗋𝗈𝗀𝗋𝖺𝗆𝖺 𝗊𝗎𝖾 𝖼𝗈𝗇𝗀𝖾𝗅𝗈𝗎 𝖾𝗆 𝖽𝖾𝗍𝖾𝗋𝗆𝗂𝗇𝖺𝖽𝖺𝗌 𝗍𝖺𝗋𝖾𝖿𝖺𝗌, 𝖺𝗅𝗎𝗇𝗈𝗌 𝗊𝗎𝖾 𝗍𝗂𝗏𝖾𝗋𝖺𝗆 𝖽𝖾 𝖾𝗇𝗍𝗋𝖺𝗋 𝖾 𝗌𝖺𝗂𝗋 𝗆𝖺𝗂𝗌 𝖽𝖾 𝖽𝖾𝗓 𝗏𝖾𝗓𝖾𝗌, 𝗈𝗎𝗍𝗋𝗈𝗌 𝗊𝗎𝖾 𝗌𝖺𝗅𝗍𝖺𝗋𝖺𝗆 𝗏𝖺́𝗋𝗂𝖺𝗌 𝗍𝖺𝗋𝖾𝖿𝖺𝗌 𝗉𝖺𝗋𝖺 𝖼𝗁𝖾𝗀𝖺𝗋𝖾𝗆 𝖺𝗈 𝖿𝗂𝗆 𝖾 𝖼𝗈𝗇𝗌𝖾𝗀𝗎𝗂𝗋𝖾𝗆 𝗌𝗎𝖻𝗆𝖾𝗍𝖾𝗋 𝖺 𝗉𝗋𝗈𝗏𝖺. 𝖤𝗇𝗍𝗋𝖾 𝖺𝗌 𝟪𝗁 𝖾 𝖺𝗌 𝟫𝗁𝟥𝟢, 𝗌𝗈́ 𝗉𝗈𝗋 𝗎𝗆𝖺 𝗏𝖾𝗓 𝖼𝗈𝗇𝗌𝖾𝗀𝗎𝗂𝗆𝗈𝗌 𝗍𝖾𝗋 𝗍𝗈𝖽𝗈𝗌 𝗈𝗌 𝖺𝗅𝗎𝗇𝗈𝗌 𝖺 𝗋𝖾𝖺𝗅𝗂𝗓𝖺𝗋 𝖺 𝗉𝗋𝗈𝗏𝖺 𝖾𝗆 𝗌𝗂𝗆𝗎𝗅𝗍𝖺̂𝗇𝖾𝗈, 𝗈𝗎 𝗌𝖾𝗃𝖺, 𝗌𝖾𝗆 𝗊𝗎𝖺𝗂𝗌𝗊𝗎𝖾𝗋 𝗉𝗋𝗈𝖻𝗅𝖾𝗆𝖺𝗌 𝗍𝖾́𝖼𝗇𝗂𝖼𝗈𝗌. 𝖠 𝖽𝖺𝖽𝖺 𝖺𝗅𝗍𝗎𝗋𝖺, 𝗈𝗅𝗁𝖾𝗂 𝗉𝖺𝗋𝖺 𝗎𝗆 𝗆𝗂𝗎́𝖽𝗈 𝗊𝗎𝖾, 𝖼𝗈𝗆 𝖺𝗋 𝖽𝖾𝗌𝗈𝗅𝖺𝖽𝗈, 𝗆𝖾 𝖽𝗂𝗌𝗌𝖾: 𝖲𝗍𝗈𝗋𝖺, 𝗃𝖺́ 𝖾𝗇𝗍𝗋𝖾𝗂 𝖾 𝗌𝖺𝗂́ 𝗍𝖺𝗇𝗍𝖺𝗌 𝗏𝖾𝗓𝖾𝗌 𝗊𝗎𝖾 𝖾𝗌𝗍𝗈𝗎 𝗊𝗎𝖺𝗌𝖾 𝖺 𝖽𝖾𝗌𝗂𝗌𝗍𝗂𝗋 𝖽𝖾 𝖼𝗈𝗆𝗉𝗅𝖾𝗍𝖺𝗋 𝖺 𝗉𝗋𝗈𝗏𝖺. 𝖮𝗎 𝗈𝗎𝗍𝗋𝗈 𝗊𝗎𝖾, 𝖾𝗆 𝗍𝗈𝗆 𝖽𝖾 𝖽𝖾𝗌𝖺𝖻𝖺𝖽𝗈, 𝖺𝗍𝗂𝗋𝗈𝗎: 𝖰𝗎𝖾 𝖾𝗑𝗉𝖾𝗋𝗂𝖾̂𝗇𝖼𝗂𝖺 𝗁𝗈𝗋𝗋𝗂́𝗏𝖾𝗅, 𝗌𝗍𝗈𝗋𝖺! 𝖤́ 𝖼𝗅𝖺𝗋𝗈 𝗊𝗎𝖾 𝗁𝖺́ 𝗌𝖾𝗆𝗉𝗋𝖾 𝗈𝗌 𝗊𝗎𝖾 𝗇𝖺̃𝗈 𝗊𝗎𝖾𝗋𝖾𝗆 𝖽𝖾𝗌𝗂𝗌𝗍𝗂𝗋: 𝖠𝗀𝗈𝗋𝖺, 𝗏𝗈𝗎 𝗍𝖾𝗇𝗍𝖺𝗋 𝗎𝗆𝖺 𝗎́𝗅𝗍𝗂𝗆𝖺 𝗏𝖾𝗓….

𝖰𝗎𝗂𝗌 𝗈𝖻𝗏𝗂𝖺𝗆𝖾𝗇𝗍𝖾 𝗌𝖺𝖻𝖾𝗋 𝗈 𝗊𝗎𝖾 𝗉𝖾𝗇𝗌𝖺𝗋𝖺𝗆 𝖽𝖺 𝗉𝗋𝗈𝗏𝖺. 𝖯𝖺𝗋𝖺 𝗈 𝖬𝗎𝗁𝖺𝗆𝗆𝖺𝖽, 𝖾𝗌𝗍𝖺 𝖿𝗈𝗂 𝗎𝗆𝖺 𝖾𝗑𝗉𝖾𝗋𝗂𝖾̂𝗇𝖼𝗂𝖺 𝗉𝖾𝗋𝖿𝖾𝗂𝗍𝖺𝗆𝖾𝗇𝗍𝖾 𝖽𝖾𝗌𝗇𝖾𝖼𝖾𝗌𝗌𝖺́𝗋𝗂𝖺: 𝖺𝗌 𝗍𝖺𝗋𝖾𝖿𝖺𝗌 𝖾𝗋𝖺𝗆 𝗆𝗎𝗂𝗍𝗈 𝖻𝖺́𝗌𝗂𝖼𝖺𝗌 𝖾 𝗈 𝗉𝗋𝗈𝗀𝗋𝖺𝗆𝖺 𝖾𝗋𝖺 𝖽𝖾𝗆𝖺𝗌𝗂𝖺𝖽𝗈 𝗅𝖾𝗇𝗍𝗈; 𝗈 𝖦𝗎𝗂𝗅𝗁𝖾𝗋𝗆𝖾 𝖼𝗈𝗇𝗌𝗂𝖽𝖾𝗋𝗈𝗎 𝖺 𝗉𝗋𝗈𝗏𝖺 𝖿𝖺́𝖼𝗂𝗅 𝗆𝖺𝗌 𝖿𝗈𝗂 𝗉𝗋𝖾𝖼𝗂𝗌𝗈 𝗆𝗎𝗂𝗍𝖺 𝗉𝖺𝖼𝗂𝖾̂𝗇𝖼𝗂𝖺, 𝗌𝗍𝗈𝗋𝖺. 𝖤 𝖽𝖾𝗉𝖾𝗇𝖽𝖾 𝖽𝖾 𝖼𝖺𝖽𝖺 𝖾𝗌𝖼𝗈𝗅𝖺 𝖾 𝖽𝗈𝗌 𝖼𝗈𝗆𝗉𝗎𝗍𝖺𝖽𝗈𝗋𝖾𝗌 𝗊𝗎𝖾 𝗍𝖾𝗆. 𝖮𝗌 𝗇𝗈𝗌𝗌𝗈𝗌, 𝗆𝖾𝗌𝗆𝗈 𝖺𝗌𝗌𝗂𝗆, 𝖾𝗋𝖺𝗆 𝗉𝗈𝗋𝗍𝖺́𝗍𝖾𝗂𝗌 𝗇𝗈𝗏𝗈𝗌. 𝖤𝗆 𝖳𝖨𝖢 𝖿𝖺𝗓 𝗌𝖾𝗇𝗍𝗂𝖽𝗈 𝖿𝖺𝗓𝖾𝗋 𝖺𝗌𝗌𝗂𝗆, 𝗇𝖺𝗌 𝗈𝗎𝗍𝗋𝖺𝗌 𝖽𝗂𝗌𝖼𝗂𝗉𝗅𝗂𝗇𝖺𝗌, 𝗇𝖺̃𝗈.

𝖴𝗆𝖺 𝗇𝗈𝗍𝗂́𝖼𝗂𝖺 𝖽𝗈 𝖤𝗑𝗉𝗋𝖾𝗌𝗌𝗈 𝗈𝗇𝗅𝗂𝗇𝖾 𝖽𝖾 𝟣𝟧 𝖽𝖾 𝗆𝖺𝗂𝗈 𝖽𝖺 𝖺𝗎𝗍𝗈𝗋𝗂𝖺 𝖽𝖾 𝖨𝗌𝖺𝖻𝖾𝗅 𝖫𝖾𝗂𝗋𝗂𝖺, 𝗂𝗇𝖿𝗈𝗋𝗆𝖺𝗏𝖺 𝗊𝗎𝖾 𝗌𝖾𝗀𝗎𝗇𝖽𝗈 𝗈 𝗉𝗋𝖾𝗌𝗂𝖽𝖾𝗇𝗍𝖾 𝖽𝗈 𝖨𝗇𝗌𝗍𝗂𝗍𝗎𝗍𝗈 𝖽𝖾 𝖠𝗏𝖺𝗅𝗂𝖺𝖼̧𝖺̃𝗈 𝖤𝖽𝗎𝖼𝖺𝗍𝗂𝗏𝖺 (𝗏𝗎𝗅𝗀𝗈 𝖨𝖠𝖵𝖤, 𝗉𝖺𝗋𝖺 𝗇𝗈́𝗌 𝗉𝗋𝗈𝖿𝖾𝗌𝗌𝗈𝗋𝖾𝗌), 𝗈𝗋𝗀𝖺𝗇𝗂𝗌𝗆𝗈 𝗋𝖾𝗌𝗉𝗈𝗇𝗌𝖺́𝗏𝖾𝗅 𝗉𝖾𝗅𝖺 𝗋𝖾𝖺𝗅𝗂𝗓𝖺𝖼̧𝖺̃𝗈 𝖽𝗈𝗌 𝗍𝖾𝗌𝗍𝖾𝗌 𝖽𝖾 𝖺𝗏𝖺𝗅𝗂𝖺𝖼̧𝖺̃𝗈 𝖾𝗑𝗍𝖾𝗋𝗇𝖺, 𝖾𝗑𝗂𝗌𝗍𝖾𝗆 𝗍𝗈𝖽𝖺𝗌 𝖺𝗌 𝖼𝗈𝗇𝖽𝗂𝖼̧𝗈̃𝖾𝗌 𝗉𝖺𝗋𝖺 𝗈 𝖺𝗋𝗋𝖺𝗇𝗊𝗎𝖾 𝖽𝖺𝗌 𝗉𝗋𝗈𝗏𝖺𝗌 𝖽𝖾 𝖺𝖿𝖾𝗋𝗂𝖼̧𝖺̃𝗈 𝖾𝗆 𝖿𝗈𝗋𝗆𝖺𝗍𝗈 𝖽𝗂𝗀𝗂𝗍𝖺𝗅. 𝖱𝖾𝗅𝖾𝗆𝖻𝗋𝖺𝗆𝗈𝗌 𝗊𝗎𝖾 𝗈𝗌 𝗍𝖾𝗌𝗍𝖾𝗌 𝗋𝖾𝖺𝗅𝗂𝗓𝖺𝖽𝗈𝗌 𝖾𝗆 𝖿𝗈𝗋𝗆𝖺𝗍𝗈 𝖽𝗂𝗀𝗂𝗍𝖺𝗅 𝗏𝗂𝗌𝖺𝗆 𝗌𝗂𝗆𝗉𝗅𝗂𝖿𝗂𝖼𝖺𝗋 𝗈 𝗉𝗋𝗈𝖼𝖾𝗌𝗌𝗈 𝖺𝗏𝖺𝗅𝗂𝖺𝗍𝗂𝗏𝗈 𝖾 𝗊𝗎𝖾 𝖾𝗌𝗍𝖾 𝖺𝗇𝗈 𝗌𝖾𝗋𝖺̃𝗈 𝖿𝖾𝗂𝗍𝖺𝗌 𝖾𝗆 𝖼𝗈𝗆𝗉𝗎𝗍𝖺𝖽𝗈𝗋 𝗆𝖺𝗂𝗌 𝖽𝖾 𝟧𝟢𝟢 𝗆𝗂𝗅 𝗉𝗋𝗈𝗏𝖺𝗌 𝖽𝗈 𝟤º, 𝟧º 𝖾 𝟪º 𝖺𝗇𝗈𝗌. 𝖯𝗋𝖾𝗏𝖾̂-𝗌𝖾 𝗊𝗎𝖾 𝖾𝗌𝗍𝖾 𝗉𝗋𝗈𝖼𝖾𝗌𝗌𝗈 𝖽𝖾 𝖽𝖾𝗌𝗆𝖺𝗍𝖾𝗋𝗂𝖺𝗅𝗂𝗓𝖺𝖼̧𝖺̃𝗈 𝖽𝖺 𝖺𝗏𝖺𝗅𝗂𝖺𝖼̧𝖺̃𝗈 𝗌𝖾 𝖾𝗌𝗍𝖾𝗇𝖽𝖺 𝖽𝖾 𝖿𝗈𝗋𝗆𝖺 𝗉𝗋𝗈𝗀𝗋𝖾𝗌𝗌𝗂𝗏𝖺 𝖺𝗈𝗌 𝖾𝗑𝖺𝗆𝖾𝗌 𝗇𝖺𝖼𝗂𝗈𝗇𝖺𝗂𝗌 𝖾 𝗊𝗎𝖾 𝖾𝗌𝗍𝖾𝗃𝖺 𝖼𝗈𝗇𝖼𝗅𝗎𝗂́𝖽𝗈 𝖾𝗆 𝟤𝟢𝟤𝟧.

𝖠𝗌 𝗉𝗋𝗈𝗏𝖺𝗌 𝖽𝖾 𝖺𝖿𝖾𝗋𝗂𝖼̧𝖺̃𝗈 𝖽𝗈 𝖾𝗇𝗌𝗂𝗇𝗈 𝖻𝖺́𝗌𝗂𝖼𝗈 𝗇𝖺̃𝗈 𝖼𝗈𝗇𝗍𝖺𝗆 𝗉𝖺𝗋𝖺 𝖺 𝗇𝗈𝗍𝖺 𝖿𝗂𝗇𝖺𝗅 𝖽𝗈𝗌 𝖺𝗅𝗎𝗇𝗈𝗌, 𝗌𝖾𝗋𝗏𝖾𝗆 𝖺𝗉𝖾𝗇𝖺𝗌 𝗉𝖺𝗋𝖺 𝗉𝖾𝗋𝖼𝖾𝖻𝖾𝗋 𝗊𝗎𝖺𝗅 𝗈 𝗌𝖾𝗎 𝗀𝗋𝖺𝗎 𝖽𝖾 𝖼𝗈𝗇𝗁𝖾𝖼𝗂𝗆𝖾𝗇𝗍𝗈𝗌 𝗋𝖾𝗅𝖺𝗍𝗂𝗏𝖺𝗆𝖾𝗇𝗍𝖾 𝖺𝗈𝗌 𝖼𝗈𝗇𝗍𝖾𝗎́𝖽𝗈𝗌 𝖾𝗆 𝖺𝗏𝖺𝗅𝗂𝖺𝖼̧𝖺̃𝗈. 𝖢𝗈𝗆𝗈 𝖿𝗈𝗋𝗆𝖺 𝖽𝖾 𝗍𝗋𝖺𝗇𝗊𝗎𝗂𝗅𝗂𝗓𝖺𝗋 𝗈 𝖾𝗇𝗈𝗋𝗆𝖾 𝗇𝖾𝗋𝗏𝗈𝗌𝗂𝗌𝗆𝗈 𝖽𝖾 𝖺𝗅𝗀𝗎𝗇𝗌 𝖽𝗈𝗌 𝖺𝗅𝗎𝗇𝗈𝗌 𝖺 𝗊𝗎𝖾𝗆 𝗈 𝗉𝗋𝗈𝗀𝗋𝖺𝗆𝖺 𝖾𝗇𝖼𝗋𝖺𝗏𝗈𝗎 𝗆𝖺𝗂𝗌 𝖽𝖾 𝖽𝖾𝗓 𝗏𝖾𝗓𝖾𝗌 𝖺𝗈 𝗅𝗈𝗇𝗀𝗈 𝖽𝖺 𝗉𝗋𝗈𝗏𝖺 (𝖾 𝗍𝗂́𝗇𝗁𝖺𝗆𝗈𝗌 𝖼𝗈𝗇𝗇𝗈𝗌𝖼𝗈 𝖽𝗈𝗂𝗌 𝗍𝖾́𝖼𝗇𝗂𝖼𝗈𝗌 𝖽𝖾 𝗂𝗇𝖿𝗈𝗋𝗆𝖺́𝗍𝗂𝖼𝖺 𝗇𝖺 𝗌𝖺𝗅𝖺 𝖺 𝖺𝖼𝗎𝖽𝗂𝗋 𝖺 𝗍𝗈𝖽𝗈𝗌 – 𝖾 𝖿𝗈𝗋𝖺𝗆 𝗆𝗎𝗂𝗍𝗈𝗌 – 𝗈𝗌 𝗉𝖾𝖽𝗂𝖽𝗈𝗌 𝖽𝖾 𝖺𝗃𝗎𝖽𝖺), 𝗍𝖾𝗇𝗍𝖾𝗂 𝖾𝗑𝗉𝗅𝗂𝖼𝖺𝗋-𝗅𝗁𝖾𝗌 𝗊𝗎𝖾 𝖾𝗌𝗍𝖺́𝗏𝖺𝗆𝗈𝗌 𝖺 𝗌𝖾𝗋 – 𝖾𝗅𝖾𝗌 𝖾 𝗇𝗈́𝗌 – 𝗉𝖾𝗋𝖿𝖾𝗂𝗍𝗈𝗌 𝗋𝖺𝗍𝗈𝗌 𝖽𝖾 𝗅𝖺𝖻𝗈𝗋𝖺𝗍𝗈́𝗋𝗂𝗈, 𝗇𝗎𝗆𝖺 𝖾𝗑𝗉𝖾𝗋𝗂𝖾̂𝗇𝖼𝗂𝖺 𝗅𝖾𝗏𝖺𝖽𝖺 𝖺 𝖼𝖺𝖻𝗈 𝗉𝖾𝗅𝖺 𝗉𝗋𝗂𝗆𝖾𝗂𝗋𝖺 𝗏𝖾𝗓 𝖾, 𝗉𝗈𝗋 𝗂𝗌𝗌𝗈 𝗆𝖾𝗌𝗆𝗈, 𝖽𝖾𝗏𝖾𝗋-𝗇𝗈𝗌-𝗂́𝖺𝗆𝗈𝗌 𝗌𝖾𝗇𝗍𝗂𝗋 𝖿𝖾𝗅𝗂𝗓𝖾𝗌, 𝗊𝗎𝖺𝗅 𝖼𝗈𝖻𝖺𝗂𝖺𝗌 𝖽𝖾 𝗎𝗆 𝗌𝗂𝗌𝗍𝖾𝗆𝖺 𝖾𝗑𝗉𝖾𝗋𝗂𝗆𝖾𝗇𝗍𝖺𝗅 𝗊𝗎𝖾 𝗏𝗂𝗌𝖺 𝖺𝗇𝗎𝗅𝖺𝗋 𝗈 𝖽𝖾𝗌𝗉𝖾𝗋𝖽𝗂́𝖼𝗂𝗈 𝖽𝖾 𝗉𝖺𝗉𝖾𝗅, 𝗉𝗈𝗎𝗉𝖺𝗋 𝖺́𝗋𝗏𝗈𝗋𝖾𝗌, 𝗉𝗋𝗈𝗍𝖾𝗀𝖾𝗋 𝖺 𝗇𝖺𝗍𝗎𝗋𝖾𝗓𝖺, 𝗉𝗋𝖾𝗌𝖾𝗋𝗏𝖺𝗋 𝗈 𝗉𝗅𝖺𝗇𝖾𝗍𝖺 𝖾 𝖿𝗎𝗂 𝗉𝗈𝗋 𝖺𝗂́ 𝖿𝗈𝗋𝖺, 𝖽𝖺𝗇𝖽𝗈 𝗅𝖺𝗋𝗀𝖺𝗌 𝖺̀ 𝗆𝗂𝗇𝗁𝖺 𝖺𝗂𝗇𝖽𝖺 𝖿𝖾́𝗋𝗍𝗂𝗅 𝗂𝗆𝖺𝗀𝗂𝗇𝖺𝖼̧𝖺̃𝗈.

𝖯𝗈𝗋𝖾́𝗆, 𝖺 𝗋𝖾𝖺𝗅𝗂𝖽𝖺𝖽𝖾 𝖾́ 𝗈𝗎𝗍𝗋𝖺. 𝖭𝖺̃𝗈 𝗂𝗋𝖾𝗂 𝖺𝗉𝗋𝗈𝖿𝗎𝗇𝖽𝖺𝗋 𝖺𝗊𝗎𝗂 𝖺𝗌 𝗋𝖺𝗓𝗈̃𝖾𝗌 𝗊𝗎𝖾 𝗍𝖾𝗋𝖺̃𝗈 𝗅𝖾𝗏𝖺𝖽𝗈 𝖺 𝗊𝗎𝖾 𝖺 𝖾𝗌𝗆𝖺𝗀𝖺𝖽𝗈𝗋𝖺 𝗆𝖺𝗂𝗈𝗋𝗂𝖺 𝖽𝗈𝗌 𝗋𝖾𝗌𝗉𝗈𝗇𝗌𝖺́𝗏𝖾𝗂𝗌 𝗉𝖾𝗅𝗈𝗌 𝖺𝗀𝗋𝗎𝗉𝖺𝗆𝖾𝗇𝗍𝗈𝗌 𝖽𝖾 𝖾𝗑𝖺𝗆𝖾𝗌 𝖽𝗈 𝗉𝖺𝗂́𝗌 𝗍𝖾𝗇𝗁𝖺 𝗉𝗈𝗌𝗍𝗈 𝗈 𝗅𝗎𝗀𝖺𝗋 𝖺̀ 𝖽𝗂𝗌𝗉𝗈𝗌𝗂𝖼̧𝖺̃𝗈, 𝖼𝗈𝗆𝗈 𝗇𝖺̃𝗈 𝗏𝗈𝗎 𝗀𝖺𝗌𝗍𝖺𝗋 𝖼𝖺𝗋𝖺𝗍𝖾𝗋𝖾𝗌 𝗌𝗈𝖻𝗋𝖾 𝗈 𝖺𝖻𝗌𝗎𝗋𝖽𝗈 𝖽𝖾 𝗉𝗋𝗈𝗏𝖺𝗌 𝖽𝖾 𝖺𝖿𝖾𝗋𝗂𝖼̧𝖺̃𝗈 𝖾𝗆 𝖿𝗈𝗋𝗆𝖺𝗍𝗈 𝖽𝗂𝗀𝗂𝗍𝖺𝗅 𝗉𝖺𝗋𝖺 𝖺𝗅𝗎𝗇𝗈𝗌 𝖽𝗈 𝟤º 𝖺𝗇𝗈, 𝗇𝗎𝗆𝖺 𝖺𝗅𝗍𝗎𝗋𝖺 𝖾𝗆 𝗊𝗎𝖾 𝖾𝗌𝗍𝖾𝗌 𝖺𝗅𝗎𝗇𝗈𝗌 𝖺𝗂𝗇𝖽𝖺 𝖾𝗌𝗍𝖺̃𝗈 𝖾𝗆 𝖿𝖺𝗌𝖾 𝖽𝖾 𝖽𝖾𝗌𝖾𝗇𝗏𝗈𝗅𝗏𝗂𝗆𝖾𝗇𝗍𝗈 𝖽𝖺 𝗌𝗎𝖺 𝗆𝗈𝗍𝗋𝗂𝖼𝗂𝖽𝖺𝖽𝖾 𝖿𝗂𝗇𝖺 𝖾 𝖾𝗆 𝗉𝗋𝗈𝖼𝖾𝗌𝗌𝗈 𝖽𝖾 𝖺𝗊𝗎𝗂𝗌𝗂𝖼̧𝖺̃𝗈 𝖽𝖾 𝖼𝗈𝗆𝗉𝖾𝗍𝖾̂𝗇𝖼𝗂𝖺𝗌 𝖽𝖾 𝗅𝖾𝗂𝗍𝗎𝗋𝖺 𝖾 𝖽𝖾 𝖾𝗌𝖼𝗋𝗂𝗍𝖺. 𝖮 𝖺𝖻𝗌𝗎𝗋𝖽𝗈 𝖽𝖺 𝗋𝖾𝖺𝗅𝗂𝗓𝖺𝖼̧𝖺̃𝗈 𝖽𝖾 𝗉𝗋𝗈𝗏𝖺𝗌 𝖾 𝖾𝗑𝖺𝗆𝖾𝗌 𝖾𝗆 𝖿𝗈𝗋𝗆𝖺𝗍𝗈 𝖽𝗂𝗀𝗂𝗍𝖺𝗅, 𝗉𝗈𝗋 𝖾𝗑𝖾𝗆𝗉𝗅𝗈 𝗇𝖺 𝖽𝗂𝗌𝖼𝗂𝗉𝗅𝗂𝗇𝖺 𝖽𝖾 𝖯𝗈𝗋𝗍𝗎𝗀𝗎𝖾̂𝗌, 𝖾́ 𝗉𝗋𝖾𝗈𝖼𝗎𝗉𝖺𝗇𝗍𝖾. 𝖬𝖺𝗌 𝗇𝖺̃𝗈 𝖿𝗂𝖼𝖺 𝗉𝗈𝗋 𝖺𝗊𝗎𝗂. 𝖢𝗁𝖾𝗀𝖺 𝗊𝗎𝖺𝗌𝖾 𝖺 𝗌𝖾𝗋 𝗋𝗂𝖽𝗂́𝖼𝗎𝗅𝗈! 𝖢𝗂𝗍𝖺𝗇𝖽𝗈 𝖠𝗇𝖺 𝖢𝗋𝗂𝗌𝗍𝗂𝗇𝖺 𝖫𝖾𝗈𝗇𝖺𝗋𝖽𝗈, 𝖼𝗋𝗂𝖺𝗇𝖼̧𝖺𝗌 𝖼𝗎𝗃𝗈 𝖼𝗈𝗇𝗍𝗋𝗈𝗅𝗈 𝗉𝖺𝗋𝖺 𝗎𝗌𝖺𝗋 𝗎𝗆𝖺 𝖼𝖺𝗇𝖾𝗍𝖺 𝗈𝗎 𝗎𝗆 𝗉𝗂𝗇𝖼𝖾𝗅 𝖺𝗂𝗇𝖽𝖺 𝖾𝗌𝗍𝖺̃𝗈 𝗇𝗈𝗌 𝗉𝗋𝗂𝗆𝗈́𝗋𝖽𝗂𝗈𝗌, 𝖼𝗎𝗃𝖺 𝖼𝖺𝗅𝗂𝗀𝗋𝖺𝖿𝗂𝖺 𝖾́ 𝖺𝗂𝗇𝖽𝖺 𝗁𝖾𝗌𝗂𝗍𝖺𝗇𝗍𝖾 𝗆𝖺𝗌 𝗊𝗎𝖾 𝖽𝖾 𝗋𝖾𝗉𝖾𝗇𝗍𝖾 𝗌𝖺̃𝗈 𝖾𝗅𝖾𝗏𝖺𝖽𝖺𝗌 𝖺̀ 𝖼𝖺𝗍𝖾𝗀𝗈𝗋𝗂𝖺 𝖽𝖾 𝖽𝖺𝖼𝗍𝗂𝗅𝗈́𝗀𝖺𝖿𝖺𝗌 𝖾𝗆 𝖻𝗎𝗌𝖼𝖺 𝖽𝗈 𝖺𝖼𝖾𝗇𝗍𝗈 𝖾 𝖽𝖺 𝗍𝖾𝖼𝗅𝖺 𝖽𝖺 𝗆𝖺𝗂𝗎́𝗌𝖼𝗎𝗅𝖺 (…). 𝖤́ 𝗂𝗀𝗎𝖺𝗅𝗆𝖾𝗇𝗍𝖾 𝖽𝖾𝗌𝗉𝗋𝗈𝗉𝗈𝗌𝗂𝗍𝖺𝖽𝗈 𝗍𝗋𝖺𝗇𝗌𝗆𝗂𝗍𝗂𝗋 𝖺𝗈𝗌 𝖺𝗅𝗎𝗇𝗈𝗌 𝖺 𝗂𝗇𝗌𝗂𝗀𝗇𝗂𝖿𝗂𝖼𝖺̂𝗇𝖼𝗂𝖺 𝖽𝖺 𝖾𝗌𝖼𝗋𝗂𝗍𝖺 𝗆𝖺𝗇𝗎𝖺𝗅 𝗊𝗎𝖺𝗇𝖽𝗈 𝖾́ 𝗎𝗆𝖺 𝖽𝖺𝗌 𝗀𝗋𝖺𝗇𝖽𝖾𝗌 𝗅𝗎𝗍𝖺𝗌 𝗍𝗋𝖺𝗏𝖺𝖽𝖺𝗌 𝗉𝖾𝗅𝗈𝗌 𝗉𝗋𝗈𝖿𝖾𝗌𝗌𝗈𝗋𝖾𝗌 𝗇𝗈 𝗌𝖾𝗎 𝖽𝗂𝖺 𝖺 𝖽𝗂𝖺 (𝖯𝗎́𝖻𝗅𝗂𝖼𝗈, 𝟣𝟤 𝖽𝖾 𝗆𝖺𝗂𝗈 𝟤𝟢𝟤𝟥).

𝖤𝗇𝗊𝗎𝖺𝗇𝗍𝗈 𝗉𝗋𝗈𝖿𝖾𝗌𝗌𝗈𝗋𝖾𝗌, 𝗉𝗋𝗈𝖼𝗎𝗋𝖺𝗆𝗈𝗌 𝗆𝗎𝖽𝖺𝗇𝖼̧𝖺 𝖾 𝗊𝗎𝖾𝗋𝖾𝗆𝗈𝗌 𝗂𝗇𝗈𝗏𝖺𝖼̧𝖺̃𝗈. 𝖯𝗋𝖾𝖼𝗂𝗌𝖺𝗆𝗈𝗌 𝖽𝖾 𝖼𝗈𝗆𝗉𝗎𝗍𝖺𝖽𝗈𝗋𝖾𝗌 𝗇𝖺𝗌 𝗌𝖺𝗅𝖺𝗌 𝖽𝖾 𝖺𝗎𝗅𝖺 𝗊𝗎𝖾 𝖿𝗎𝗇𝖼𝗂𝗈𝗇𝖾𝗆 𝖾 𝖽𝖾 𝖺𝖼𝖾𝗌𝗌𝗈 𝖺̀ 𝗂𝗇𝗍𝖾𝗋𝗇𝖾𝗍 𝗊𝗎𝖾 𝗇𝖺̃𝗈 𝖼𝖺𝗂𝖺. 𝖯𝗈𝗋𝖾́𝗆, 𝖺𝗇𝗍𝖾𝗌 𝖽𝖺 𝗇𝗈𝗌𝗌𝖺 𝖼𝖺𝗉𝖺𝖼𝗂𝗍𝖺𝖼̧𝖺̃𝗈 𝖽𝗂𝗀𝗂𝗍𝖺𝗅 𝖾 𝖽𝖺 𝖼𝖺𝗉𝖺𝖼𝗂𝗍𝖺𝖼̧𝖺̃𝗈 𝖽𝗂𝗀𝗂𝗍𝖺𝗅 𝖽𝗈𝗌 𝗇𝗈𝗌𝗌𝗈𝗌 𝖺𝗅𝗎𝗇𝗈𝗌, 𝗁𝖺́ 𝗈𝗎𝗍𝗋𝖺𝗌 𝖼𝗈𝗆𝗉𝖾𝗍𝖾̂𝗇𝖼𝗂𝖺𝗌 𝗊𝗎𝖾 𝖽𝖾𝗏𝖾𝗆 𝗌𝖾𝗋 𝖺𝖽𝗊𝗎𝗂𝗋𝗂𝖽𝖺𝗌. 𝖳𝖺𝗅𝗏𝖾𝗓 𝗌𝖾𝗃𝖺 𝗉𝖾𝗋𝗍𝗂𝗇𝖾𝗇𝗍𝖾 𝗋𝖾𝗅𝖾𝗆𝖻𝗋𝖺𝗋 𝗊𝗎𝖾 𝗈 𝖿𝖺𝖼𝗂𝗅𝗂𝗍𝗂𝗌𝗆𝗈 𝗀𝖾𝗇𝖾𝗋𝖺𝗅𝗂𝗓𝖺𝖽𝗈 𝗊𝗎𝖾 𝗌𝖾 𝗏𝖾𝗆 𝗏𝖾𝗋𝗂𝖿𝗂𝖼𝖺𝗇𝖽𝗈 𝗉𝗈𝖽𝖾 𝗇𝖺̃𝗈 𝗌𝖾𝗋 𝖺 𝗌𝗈𝗅𝗎𝖼̧𝖺̃𝗈 𝗉𝖺𝗋𝖺 𝗈𝗌 𝗇𝗈𝗌𝗌𝗈𝗌 𝗉𝗋𝗈𝖻𝗅𝖾𝗆𝖺𝗌… 𝖳𝖺𝗅𝗏𝖾𝗓 𝗌𝖾𝗃𝖺 𝗂𝗆𝗉𝗈𝗋𝗍𝖺𝗇𝗍𝖾 𝗋𝖾𝖼𝗈𝗋𝖽𝖺𝗋 𝖺𝗈𝗌 𝗇𝗈𝗌𝗌𝗈𝗌 𝗀𝗈𝗏𝖾𝗋𝗇𝖺𝗇𝗍𝖾𝗌 𝗊𝗎𝖾, 𝗇𝖺 𝗉𝗋𝗈𝗏𝖺 𝖽𝖾 𝖺𝖿𝖾𝗋𝗂𝖼̧𝖺̃𝗈 𝖽𝖾 𝗁𝗈𝗃𝖾, 𝗈𝗌 𝗉𝗋𝗈𝖿𝖾𝗌𝗌𝗈𝗋𝖾𝗌 𝖽𝖾 𝖯𝗈𝗋𝗍𝗎𝗀𝖺𝗅 𝗌𝗈́ 𝗇𝖺̃𝗈 𝗌𝖾 𝗌𝖾𝗇𝗍𝗂𝗋𝖺𝗆 𝗌𝖺𝗉𝗈𝗌 𝖼𝖾𝗀𝗈𝗌 𝗉𝗈𝗋𝗊𝗎𝖾, 𝗂𝗇𝖿𝖾𝗅𝗂𝗓𝗆𝖾𝗇𝗍𝖾, 𝗁𝖺́ 𝗆𝗎𝗂𝗍𝗈 𝗊𝗎𝖾 𝖼𝗈𝗆𝖾𝖼̧𝖺𝗋𝖺𝗆 𝖺 𝗏𝖾𝗋 𝗈𝗇𝖽𝖾 𝗍𝗎𝖽𝗈 𝗂𝗌𝗍𝗈 𝗇𝗈𝗌 𝗂𝗋𝗂𝖺 𝗅𝖾𝗏𝖺𝗋.

* Professora e formadora

IN "VISÃO" - 16/05/23 .