ANA CATARINA MESQUITA

 .

As escolas medem-se

em rankings?

Pergunto: uma escola com alunos provenientes de um meio complicado, com menos acesso à informação, à tecnologia, a transportes, a apoios, entre muitos outros fatores, mas na qual se trabalha diariamente para que esses alunos ultrapassem as barreiras que os envolvem e tenham acesso à educação, salvando-os, muitas vezes, da marginalidade, tem menos valor do que uma outra cuja média de exames é superior?

𝐹𝑜𝑟𝑎𝑚 𝑡𝑜𝑟𝑛𝑎𝑑𝑜𝑠 𝑝𝑢́𝑏𝑙𝑖𝑐𝑜𝑠, 𝑛𝑎 𝑠𝑒𝑚𝑎𝑛𝑎 𝑝𝑎𝑠𝑠𝑎𝑑𝑎, 𝑜𝑠 𝑟𝑎𝑛𝑘𝑖𝑛𝑔𝑠 𝑑𝑎𝑠 𝑒𝑠𝑐𝑜𝑙𝑎𝑠, 𝑞𝑢𝑒, 𝑛𝑎𝑡𝑢𝑟𝑎𝑙𝑚𝑒𝑛𝑡𝑒, 𝑎𝑐𝑎𝑏𝑎𝑚 𝑝𝑜𝑟 𝑔𝑒𝑟𝑎𝑟 𝑠𝑒𝑚𝑝𝑟𝑒 𝑖𝑚𝑒𝑛𝑠𝑎 𝑑𝑖𝑠𝑐𝑢𝑠𝑠𝑎̃𝑜. 𝑀𝑎𝑠 𝑜 𝑞𝑢𝑒 𝑛𝑜𝑠 𝑑𝑖𝑧𝑒𝑚 𝑒𝑠𝑠𝑒𝑠 𝑟𝑎𝑛𝑘𝑖𝑛𝑔𝑠? 𝑀𝑢𝑖𝑡𝑎 𝑐𝑜𝑖𝑠𝑎, 𝑝𝑜𝑢𝑐𝑎 𝑐𝑜𝑖𝑠𝑎, 𝑜𝑢 𝑐𝑜𝑖𝑠𝑎 𝑛𝑒𝑛𝘩𝑢𝑚𝑎?

𝑇𝑜𝑑𝑜𝑠 𝑜𝑠 𝑑𝑖𝑎𝑠, 𝑒́ 𝑙𝑒𝑣𝑎𝑑𝑜 𝑎 𝑐𝑎𝑏𝑜 𝑢𝑚 𝑖𝑚𝑒𝑛𝑠𝑜 𝑡𝑟𝑎𝑏𝑎𝑙𝘩𝑜 𝑑𝑖𝑎́𝑟𝑖𝑜 𝑛𝑎𝑠 𝑒𝑠𝑐𝑜𝑙𝑎𝑠, 𝑝𝑜𝑟 𝑝𝑎𝑟𝑡𝑒 𝑑𝑒 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟𝑒𝑠, 𝑎𝑙𝑢𝑛𝑜𝑠, 𝑡𝑒́𝑐𝑛𝑖𝑐𝑜𝑠 𝑒 𝑓𝑢𝑛𝑐𝑖𝑜𝑛𝑎́𝑟𝑖𝑜𝑠, 𝑞𝑢𝑒, 𝑑𝑒 𝑚𝑜𝑑𝑜 𝑎𝑙𝑔𝑢𝑚, 𝑛𝑎 𝑚𝑖𝑛𝘩𝑎 𝑜𝑝𝑖𝑛𝑖𝑎̃𝑜, 𝑠𝑒 𝑝𝑜𝑑𝑒 𝑎𝑣𝑎𝑙𝑖𝑎𝑟 𝑒𝑚 𝑛𝑢́𝑚𝑒𝑟𝑜𝑠. 𝑇𝑜𝑑𝑎𝑠 𝑎𝑠 𝑒𝑠𝑐𝑜𝑙𝑎𝑠 𝑠𝑎̃𝑜 𝑚𝑖𝑐𝑟𝑜𝑐𝑜𝑠𝑚𝑜𝑠 𝑑𝑖𝑓𝑒𝑟𝑒𝑛𝑡𝑒𝑠, 𝑐𝑜𝑚 𝑟𝑒𝑎𝑙𝑖𝑑𝑎𝑑𝑒𝑠 𝑒𝑠𝑝𝑒𝑐𝑖́𝑓𝑖𝑐𝑎𝑠 𝑒, 𝑛𝑎̃𝑜 𝑟𝑎𝑟𝑜, 𝑚𝑢𝑖𝑡𝑜 𝑑𝑖𝑣𝑒𝑟𝑔𝑒𝑛𝑡𝑒𝑠. 𝐸𝑥𝑖𝑠𝑡𝑒𝑚, 𝑐𝑜𝑚𝑜 𝑠𝑎𝑏𝑒𝑚𝑜𝑠, 𝑚𝑒𝑖𝑜𝑠 𝑝𝑟𝑖𝑣𝑖𝑙𝑒𝑔𝑖𝑎𝑑𝑜𝑠 𝑒 𝑚𝑒𝑖𝑜𝑠 𝑚𝑒𝑛𝑜𝑠 𝑝𝑟𝑖𝑣𝑖𝑙𝑒𝑔𝑖𝑎𝑑𝑜𝑠 𝑒 𝑖𝑠𝑠𝑜 𝑝𝑜𝑑𝑒 𝑓𝑎𝑧𝑒𝑟 𝑡𝑜𝑑𝑎 𝑎 𝑑𝑖𝑓𝑒𝑟𝑒𝑛𝑐̧𝑎 𝑛𝑜 𝑎𝑐𝑒𝑠𝑠𝑜 𝑎 𝑎𝑝𝑜𝑖𝑜𝑠 𝑒𝑥𝑡𝑟𝑎𝑒𝑠𝑐𝑜𝑙𝑎𝑟𝑒𝑠 𝑞𝑢𝑒 𝑖𝑛𝑓𝑙𝑢𝑒𝑛𝑐𝑖𝑎𝑚 𝑎𝑠 𝑛𝑜𝑡𝑎𝑠 𝑓𝑖𝑛𝑎𝑖𝑠 𝑒𝑚 𝑒𝑥𝑎𝑚𝑒𝑠.

𝑃𝑒𝑟𝑔𝑢𝑛𝑡𝑜: 𝑢𝑚𝑎 𝑒𝑠𝑐𝑜𝑙𝑎 𝑐𝑜𝑚 𝑎𝑙𝑢𝑛𝑜𝑠 𝑝𝑟𝑜𝑣𝑒𝑛𝑖𝑒𝑛𝑡𝑒𝑠 𝑑𝑒 𝑢𝑚 𝑚𝑒𝑖𝑜 𝑐𝑜𝑚𝑝𝑙𝑖𝑐𝑎𝑑𝑜, 𝑐𝑜𝑚 𝑚𝑒𝑛𝑜𝑠 𝑎𝑐𝑒𝑠𝑠𝑜 𝑎̀ 𝑖𝑛𝑓𝑜𝑟𝑚𝑎𝑐̧𝑎̃𝑜, 𝑎̀ 𝑡𝑒𝑐𝑛𝑜𝑙𝑜𝑔𝑖𝑎, 𝑎 𝑡𝑟𝑎𝑛𝑠𝑝𝑜𝑟𝑡𝑒𝑠, 𝑎 𝑎𝑝𝑜𝑖𝑜𝑠, 𝑒𝑛𝑡𝑟𝑒 𝑚𝑢𝑖𝑡𝑜𝑠 𝑜𝑢𝑡𝑟𝑜𝑠 𝑓𝑎𝑡𝑜𝑟𝑒𝑠, 𝑚𝑎𝑠 𝑛𝑎 𝑞𝑢𝑎𝑙 𝑠𝑒 𝑡𝑟𝑎𝑏𝑎𝑙𝘩𝑎 𝑑𝑖𝑎𝑟𝑖𝑎𝑚𝑒𝑛𝑡𝑒 𝑝𝑎𝑟𝑎 𝑞𝑢𝑒 𝑒𝑠𝑠𝑒𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑢𝑙𝑡𝑟𝑎𝑝𝑎𝑠𝑠𝑒𝑚 𝑎𝑠 𝑏𝑎𝑟𝑟𝑒𝑖𝑟𝑎𝑠 𝑞𝑢𝑒 𝑜𝑠 𝑒𝑛𝑣𝑜𝑙𝑣𝑒𝑚 𝑒 𝑡𝑒𝑛𝘩𝑎𝑚 𝑎𝑐𝑒𝑠𝑠𝑜 𝑎̀ 𝑒𝑑𝑢𝑐𝑎𝑐̧𝑎̃𝑜, 𝑠𝑎𝑙𝑣𝑎𝑛𝑑𝑜-𝑜𝑠, 𝑚𝑢𝑖𝑡𝑎𝑠 𝑣𝑒𝑧𝑒𝑠, 𝑑𝑎 𝑚𝑎𝑟𝑔𝑖𝑛𝑎𝑙𝑖𝑑𝑎𝑑𝑒, 𝑡𝑒𝑚 𝑚𝑒𝑛𝑜𝑠 𝑣𝑎𝑙𝑜𝑟 𝑑𝑜 𝑞𝑢𝑒 𝑢𝑚𝑎 𝑜𝑢𝑡𝑟𝑎 𝑐𝑢𝑗𝑎 𝑚𝑒́𝑑𝑖𝑎 𝑑𝑒 𝑒𝑥𝑎𝑚𝑒𝑠 𝑒́ 𝑠𝑢𝑝𝑒𝑟𝑖𝑜𝑟? 𝑃𝑎𝑟𝑒𝑐𝑒-𝑚𝑒 𝑞𝑢𝑒 𝑛𝑎̃𝑜, 𝑎𝑙𝑖𝑎́𝑠, 𝑑𝑒 𝑡𝑜𝑑𝑜!

𝑆𝑒 𝑜𝑙𝘩𝑎𝑟𝑚𝑜𝑠 𝑝𝑎𝑟𝑎 𝑎 𝑟𝑒𝑎𝑙𝑖𝑑𝑎𝑑𝑒 𝑑𝑎𝑠 𝑖𝑛𝑠𝑡𝑖𝑡𝑢𝑖𝑐̧𝑜̃𝑒𝑠 𝑑𝑒 𝑒𝑛𝑠𝑖𝑛𝑜 𝑝𝑎𝑟𝑡𝑖𝑐𝑢𝑙𝑎𝑟 𝑒 𝑝𝑒𝑟𝑐𝑒𝑏𝑒𝑟𝑚𝑜𝑠 𝑞𝑢𝑒 𝑠𝑒 𝑒𝑛𝑐𝑜𝑛𝑡𝑟𝑎𝑚 𝑛𝑜 𝑡𝑜𝑝𝑜 𝑑𝑜 𝑟𝑎𝑛𝑘𝑖𝑛𝑔, 𝑡𝑒𝑚𝑜𝑠, 𝑝𝑟𝑖𝑚𝑒𝑖𝑟𝑜, 𝑑𝑒 𝑝𝑒𝑟𝑐𝑒𝑏𝑒𝑟 𝑞𝑢𝑒 𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑞𝑢𝑒 𝑎 𝑒𝑠𝑠𝑒𝑠 𝑒𝑠𝑡𝑎𝑏𝑒𝑙𝑒𝑐𝑖𝑚𝑒𝑛𝑡𝑜𝑠 𝑡𝑒̂𝑚 𝑎𝑐𝑒𝑠𝑠𝑜 𝑠𝑎̃𝑜 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑡𝑒𝑚𝑒𝑛𝑡𝑒 𝑠𝑒𝑙𝑒𝑐𝑖𝑜𝑛𝑎𝑑𝑜𝑠 𝑝𝑒𝑙𝑎 𝑖𝑛𝑠𝑡𝑖𝑡𝑢𝑖𝑐̧𝑎̃𝑜, 𝑞𝑢𝑒 𝑐𝑜𝑙𝑜𝑐𝑎 𝑙𝑜𝑔𝑜 𝑑𝑒 𝑝𝑎𝑟𝑡𝑒 𝑜 𝑎𝑐𝑒𝑠𝑠𝑜 𝑑𝑒 𝑎𝑙𝑔𝑢𝑛𝑠 𝑗𝑜𝑣𝑒𝑛𝑠 𝑐𝑜𝑚 𝑏𝑎𝑠𝑒 𝑒𝑚 𝑛𝑜𝑡𝑎𝑠 𝑞𝑢𝑒 𝑡𝑖𝑣𝑒𝑟𝑎𝑚 𝑒𝑚 𝑒𝑠𝑐𝑜𝑙𝑎𝑠 𝑎𝑛𝑡𝑒𝑟𝑖𝑜𝑟𝑒𝑠. 𝐴𝑠𝑠𝑖𝑚, 𝑐𝑜𝑚 𝑚𝑎𝑡𝑒́𝑟𝑖𝑎 𝑝𝑟𝑖𝑚𝑎 𝑑𝑒 𝑒𝑥𝑐𝑒𝑙𝑒̂𝑛𝑐𝑖𝑎, 𝑡𝑜𝑟𝑛𝑎-𝑠𝑒, 𝑎̀ 𝑝𝑎𝑟𝑡𝑖𝑑𝑎, 𝑚𝑎𝑖𝑠 𝑓𝑎́𝑐𝑖𝑙 𝑐𝘩𝑒𝑔𝑎𝑟 𝑎 𝑒𝑠𝑠𝑒𝑠 𝑙𝑢𝑔𝑎𝑟𝑒𝑠 𝑛𝑜 𝑝𝑜́𝑑𝑖𝑜. 𝐶𝑜𝑛𝑣𝑒𝑛𝘩𝑎𝑚𝑜𝑠, 𝑒́ 𝑚𝑢𝑖𝑡𝑜 𝑚𝑎𝑖𝑠 𝑎𝑔𝑟𝑎𝑑𝑎́𝑣𝑒𝑙 𝑒 𝑐𝑜𝑛𝑣𝑒𝑛𝑖𝑒𝑛𝑡𝑒 𝑝𝑎𝑟𝑎 𝑢𝑚 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟 𝑡𝑟𝑎𝑏𝑎𝑙𝘩𝑎𝑟 𝑐𝑜𝑚 𝑎𝑙𝑢𝑛𝑜𝑠 𝑒𝑚𝑝𝑒𝑛𝘩𝑎𝑑𝑜𝑠, 𝑐𝑜𝑚 𝑏𝑜𝑎𝑠 𝑐𝑎𝑝𝑎𝑐𝑖𝑑𝑎𝑑𝑒𝑠 𝑑𝑒 𝑎𝑞𝑢𝑖𝑠𝑖𝑐̧𝑎̃𝑜 𝑑𝑒 𝑐𝑜𝑛𝘩𝑒𝑐𝑖𝑚𝑒𝑛𝑡𝑜𝑠, 𝑐𝑜𝑚 𝑓𝑎𝑚𝑖́𝑙𝑖𝑎𝑠 𝑐𝑜𝑚 𝑝𝑜𝑑𝑒𝑟 𝑓𝑖𝑛𝑎𝑛𝑐𝑒𝑖𝑟𝑜 𝑝𝑎𝑟𝑎 𝑠𝑢𝑝𝑜𝑟𝑡𝑎𝑟 𝑎𝑝𝑜𝑖𝑜 𝑒𝑥𝑡𝑟𝑎𝑐𝑢𝑟𝑟𝑖𝑐𝑢𝑙𝑎𝑟, 𝑑𝑜 𝑞𝑢𝑒 𝑑𝑖𝑎𝑟𝑖𝑎𝑚𝑒𝑛𝑡𝑒 𝑙𝑖𝑑𝑎𝑟 𝑐𝑜𝑚 𝑗𝑜𝑣𝑒𝑛𝑠 𝑞𝑢𝑒 𝑒𝑠𝑡𝑎̃𝑜 𝑝𝑜𝑢𝑐𝑜 𝑚𝑜𝑡𝑖𝑣𝑎𝑑𝑜𝑠 𝑒 𝑞𝑢𝑒 𝑝𝑟𝑜𝑣𝑒̂𝑚 𝑑𝑒 𝑚𝑒𝑖𝑜𝑠 𝑑𝑖𝑓𝑖́𝑐𝑒𝑖𝑠 𝑒 𝑑𝑒𝑠𝑓𝑎𝑣𝑜𝑟𝑒𝑐𝑖𝑑𝑜𝑠.

𝐶𝑜𝑛𝑡𝑢𝑑𝑜, 𝑛𝑎̃𝑜 𝑝𝑜𝑑𝑒𝑚𝑜𝑠 𝑠𝑖𝑚𝑝𝑙𝑒𝑠𝑚𝑒𝑛𝑡𝑒 𝑑𝑒𝑠𝑚𝑒𝑟𝑒𝑐𝑒𝑟 𝑜 𝑡𝑟𝑎𝑏𝑎𝑙𝘩𝑜 𝑙𝑒𝑣𝑎𝑑𝑜 𝑎 𝑐𝑎𝑏𝑜 𝑛𝑎𝑠 𝑖𝑛𝑠𝑡𝑖𝑡𝑢𝑖𝑐̧𝑜̃𝑒𝑠 𝑑𝑒 𝑒𝑛𝑠𝑖𝑛𝑜 𝑝𝑎𝑟𝑡𝑖𝑐𝑢𝑙𝑎𝑟. 𝑆𝑒𝑟𝑖𝑎 𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑎𝑚𝑒𝑛𝑡𝑒 𝑖𝑛𝑗𝑢𝑠𝑡𝑜 𝑢𝑚𝑎 “𝑐𝑎𝑐̧𝑎 𝑎̀𝑠 𝑏𝑟𝑢𝑥𝑎𝑠” 𝑑𝑒𝑠𝑡𝑒 𝑡𝑖𝑝𝑜, 𝑒 𝑐𝑜𝑛𝑡𝑟𝑎 𝑎 𝑞𝑢𝑎𝑙 𝑚𝑒 𝑜𝑝𝑜𝑛𝘩𝑜, 𝑑𝑒𝑠𝑑𝑒 𝑙𝑜𝑔𝑜. 𝑈𝑚𝑎 𝑐𝑜𝑖𝑠𝑎 𝑒́ 𝑜𝑙𝘩𝑎𝑟𝑚𝑜𝑠 𝑝𝑎𝑟𝑎 𝑜𝑠 𝑓𝑎𝑐𝑡𝑜𝑠 𝑐𝑜𝑚 𝑐𝑙𝑎𝑟𝑒𝑧𝑎, 𝑜𝑢𝑡𝑟𝑎 𝑐𝑜𝑖𝑠𝑎 𝑒́ 𝑡𝑖𝑟𝑎𝑟 𝑜 𝑚𝑒́𝑟𝑖𝑡𝑜 𝑎 𝑞𝑢𝑒𝑚 𝑜 𝑡𝑒𝑚. 𝐸 𝑒𝑥𝑖𝑠𝑡𝑒𝑚 𝑑𝑖𝑣𝑒𝑟𝑠𝑜𝑠 𝑐𝑜𝑙𝑒́𝑔𝑖𝑜𝑠, 𝑒𝑥𝑡𝑒𝑟𝑛𝑎𝑡𝑜𝑠, 𝑒𝑛𝑡𝑟𝑒 𝑜𝑢𝑡𝑟𝑜𝑠, 𝑞𝑢𝑒 𝑡𝑜𝑑𝑜𝑠 𝑜𝑠 𝑑𝑖𝑎𝑠 𝑡𝑎𝑚𝑏𝑒́𝑚 𝑑𝑒𝑠𝑒𝑛𝑣𝑜𝑙𝑣𝑒𝑚 𝑢𝑚 𝑡𝑟𝑎𝑏𝑎𝑙𝘩𝑜 𝑑𝑒 𝑒𝑥𝑐𝑒𝑙𝑒̂𝑛𝑐𝑖𝑎, 𝑎𝑐𝑜𝑚𝑝𝑎𝑛𝘩𝑎𝑛𝑑𝑜 𝑜𝑠 𝑠𝑒𝑢𝑠 𝑎𝑙𝑢𝑛𝑜𝑠, 𝑒 𝑐𝑜𝑚 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟𝑒𝑠 𝑐𝑜𝑚 𝑒𝑙𝑒𝑣𝑎𝑑𝑎𝑠 𝑐𝑎𝑝𝑎𝑐𝑖𝑑𝑎𝑑𝑒𝑠 𝑐𝑖𝑒𝑛𝑡𝑖́𝑓𝑖𝑐𝑎𝑠 𝑒 𝑝𝑒𝑑𝑎𝑔𝑜́𝑔𝑖𝑐𝑎𝑠.

𝑂𝑢 𝑠𝑒𝑗𝑎, 𝑝𝑎𝑟𝑎 𝑚𝑖𝑚, 𝑛𝑎̃𝑜 𝑒𝑥𝑖𝑠𝑡𝑒𝑚 𝑒𝑠𝑐𝑜𝑙𝑎𝑠 𝑑𝑒 𝑝𝑟𝑖𝑚𝑒𝑖𝑟𝑎 𝑜𝑢 𝑑𝑒 𝑠𝑒𝑔𝑢𝑛𝑑𝑎. 𝐸𝑥𝑖𝑠𝑡𝑒𝑚 𝑟𝑒𝑎𝑙𝑖𝑑𝑎𝑑𝑒𝑠 𝑑𝑖𝑓𝑒𝑟𝑒𝑛𝑡𝑒𝑠 𝑒 𝑛𝑎̃𝑜 𝑐𝑜𝑚𝑝𝑎𝑟𝑎́𝑣𝑒𝑖𝑠. 𝐴𝑠𝑠𝑖𝑚 𝑐𝑜𝑚𝑜 𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑛𝑎̃𝑜 𝑠𝑒 𝑑𝑒𝑣𝑒𝑚 𝑐𝑜𝑚𝑝𝑎𝑟𝑎𝑟, 𝑎𝑠 𝑒𝑠𝑐𝑜𝑙𝑎𝑠 𝑑𝑒𝑣𝑒𝑟𝑖𝑎𝑚 𝑠𝑒𝑔𝑢𝑖𝑟 𝑎 𝑚𝑒𝑠𝑚𝑎 𝑜𝑟𝑑𝑒𝑚 𝑑𝑒 𝑝𝑒𝑛𝑠𝑎𝑚𝑒𝑛𝑡𝑜. 𝑂𝑠 𝑟𝑎𝑛𝑘𝑖𝑛𝑔𝑠 𝑠𝑎̃𝑜, 𝑝𝑜𝑖𝑠, 𝑖𝑛𝑗𝑢𝑠𝑡𝑜𝑠 𝑒 𝑐𝑜𝑛𝑓𝑒𝑟𝑒𝑚 𝑢𝑚𝑎 𝑓𝑎𝑙𝑠𝑎 𝑖𝑚𝑎𝑔𝑒𝑚 𝑑𝑜 𝑞𝑢𝑒 𝑠𝑒 𝑝𝑎𝑠𝑠𝑎 𝑒𝑚 𝑚𝑢𝑖𝑡𝑎𝑠 𝑒𝑠𝑐𝑜𝑙𝑎𝑠 𝑑𝑜 𝑒𝑛𝑠𝑖𝑛𝑜 𝑝𝑢́𝑏𝑙𝑖𝑐𝑜.

𝐼𝑠𝑡𝑜 𝑛𝑎̃𝑜 𝑠𝑖𝑔𝑛𝑖𝑓𝑖𝑐𝑎, 𝑝𝑜𝑟𝑒́𝑚, 𝑞𝑢𝑒 𝑛𝑎̃𝑜 𝑑𝑒𝑣𝑎𝑚𝑜𝑠 𝑒𝑠𝑡𝑎𝑟 𝑎𝑡𝑒𝑛𝑡𝑜𝑠 𝑎𝑜 𝑞𝑢𝑒 𝑠𝑒 𝑝𝑎𝑠𝑠𝑎 𝑛𝑎 𝑒𝑠𝑐𝑜𝑙𝑎 𝑝𝑢́𝑏𝑙𝑖𝑐𝑎, 𝑛𝑎̃𝑜 𝑏𝑎𝑖𝑥𝑎𝑛𝑑𝑜 𝑜 𝑛𝑖́𝑣𝑒𝑙 𝑑𝑒 𝑒𝑥𝑖𝑔𝑒̂𝑛𝑐𝑖𝑎. 𝐷𝑒𝑠𝑑𝑒 𝘩𝑎́ 𝑢𝑛𝑠 𝑎𝑛𝑜𝑠 𝑎 𝑒𝑠𝑡𝑎 𝑝𝑎𝑟𝑡𝑒, 𝑜𝑠 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟𝑒𝑠 𝑠𝑒𝑛𝑡𝑒𝑚-𝑠𝑒 𝑚𝑢𝑖𝑡𝑜 𝑝𝑟𝑒𝑠𝑠𝑖𝑜𝑛𝑎𝑑𝑜𝑠, 𝑜𝑢 𝑝𝑜𝑟 𝑝𝑎𝑖𝑠 𝑜𝑢 𝑝𝑜𝑟 𝑎𝑙𝑔𝑢𝑚𝑎𝑠 𝑑𝑖𝑟𝑒𝑐̧𝑜̃𝑒𝑠, 𝑎 𝑑𝑎𝑟 𝑛𝑜𝑡𝑎𝑠 𝑠𝑢𝑝𝑒𝑟𝑖𝑜𝑟𝑒𝑠 𝑎̀𝑠 𝑞𝑢𝑒 𝑣𝑎́𝑟𝑖𝑜𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑚𝑒𝑟𝑒𝑐𝑒𝑚. 𝑀𝑎𝑖𝑠 𝑢𝑚𝑎 𝑣𝑒𝑧, 𝑡𝑒𝑚𝑜𝑠 𝑎 𝑐𝑜𝑚𝑝𝑒𝑡𝑖𝑐̧𝑎̃𝑜 𝑝𝑜𝑟 𝑚𝑒́𝑑𝑖𝑎𝑠 𝑒 𝑝𝑜𝑟 𝑒𝑠𝑡𝑎𝑡𝑖́𝑠𝑡𝑖𝑐𝑎𝑠… 𝑂 𝑞𝑢𝑒 𝑎𝑐𝑜𝑛𝑡𝑒𝑐𝑒? 𝑂𝑠 𝑎𝑙𝑢𝑛𝑜𝑠 𝑐𝘩𝑒𝑔𝑎𝑚 𝑎𝑜𝑠 𝑒𝑥𝑎𝑚𝑒𝑠 𝑛𝑎𝑐𝑖𝑜𝑛𝑎𝑖𝑠 𝑒 𝑛𝑎̃𝑜 𝑒𝑠𝑡𝑎̃𝑜 𝑝𝑟𝑒𝑝𝑎𝑟𝑎𝑑𝑜𝑠 𝑝𝑎𝑟𝑎 𝑜𝑠 𝑚𝑒𝑠𝑚𝑜𝑠. 𝐽𝑎́ 𝑒́ 𝑡𝑒𝑚𝑝𝑜 𝑑𝑒 𝑠𝑒 𝑝𝑎𝑟𝑎𝑟 𝑑𝑒 𝑏𝑎𝑛𝑎𝑙𝑖𝑧𝑎𝑟 𝑟𝑒𝑠𝑢𝑙𝑡𝑎𝑑𝑜𝑠 𝑒 𝑑𝑒 𝑝𝑟𝑒𝑠𝑠𝑖𝑜𝑛𝑎𝑟 𝑞𝑢𝑒𝑚 𝑎𝑣𝑎𝑙𝑖𝑎.

𝑃𝑟𝑖𝑚𝑒𝑖𝑟𝑜 𝑝𝑜𝑛𝑡𝑜: 𝑠𝑜́ 𝑢𝑚 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟 𝑠𝑎𝑏𝑒 𝑜 𝑞𝑢𝑒 𝑐𝑎𝑑𝑎 𝑎𝑙𝑢𝑛𝑜 𝑚𝑒𝑟𝑒𝑐𝑒, 𝑑𝑒 𝑎𝑐𝑜𝑟𝑑𝑜 𝑐𝑜𝑚 𝑜 𝑡𝑟𝑎𝑏𝑎𝑙𝘩𝑜 𝑞𝑢𝑒 𝑎𝑞𝑢𝑒𝑙𝑒 𝑎𝑙𝑢𝑛𝑜 𝑑𝑒𝑠𝑒𝑛𝑣𝑜𝑙𝑣𝑒𝑢. 𝑆𝑒 𝑢𝑚 𝑎𝑙𝑢𝑛𝑜 𝑞𝑢𝑒𝑟 𝑜𝑏𝑡𝑒𝑟 𝑚𝑒́𝑑𝑖𝑎 𝑝𝑎𝑟𝑎 𝑐𝘩𝑒𝑔𝑎𝑟 𝑎 𝑑𝑒𝑡𝑒𝑟𝑚𝑖𝑛𝑎𝑑𝑜 𝑐𝑢𝑟𝑠𝑜, 𝑒𝑛𝑡𝑎̃𝑜 𝑑𝑒𝑣𝑒 𝑒𝑠𝑡𝑢𝑑𝑎𝑟 𝑝𝑎𝑟𝑎 𝑡𝑎𝑙 𝑒 𝑑𝑒𝑚𝑜𝑛𝑠𝑡𝑟𝑎𝑟 𝑒𝑠𝑓𝑜𝑟𝑐̧𝑜. 𝑆𝑒𝑔𝑢𝑛𝑑𝑜 𝑝𝑜𝑛𝑡𝑜: 𝑖𝑠𝑡𝑜 𝑛𝑎̃𝑜 𝑠𝑖𝑔𝑛𝑖𝑓𝑖𝑐𝑎 𝑞𝑢𝑒 𝑎𝑠 𝑒𝑠𝑐𝑜𝑙𝑎𝑠 𝑛𝑎̃𝑜 𝑑𝑒𝑣𝑎𝑚 𝑒𝑠𝑡𝑎𝑟 𝑎𝑡𝑒𝑛𝑡𝑎𝑠 𝑎𝑜 𝑡𝑟𝑎𝑏𝑎𝑙𝘩𝑜 𝑑𝑒𝑠𝑒𝑛𝑣𝑜𝑙𝑣𝑖𝑑𝑜 𝑝𝑒𝑙𝑜𝑠 𝑠𝑒𝑢𝑠 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟𝑒𝑠, 𝑝𝑜𝑟𝑞𝑢𝑒 𝑒́ 𝑒𝑠𝑠𝑒𝑛𝑐𝑖𝑎𝑙 𝑞𝑢𝑒 𝑚𝑎𝑛𝑡𝑒𝑛𝘩𝑎𝑚𝑜𝑠 𝑢𝑚 𝑒𝑛𝑠𝑖𝑛𝑜 𝑑𝑒 𝑞𝑢𝑎𝑙𝑖𝑑𝑎𝑑𝑒, 𝑒𝑥𝑖𝑔𝑒𝑛𝑡𝑒 𝑒 𝑠𝑒́𝑟𝑖𝑜 𝑛𝑜 𝑒𝑛𝑠𝑖𝑛𝑜 𝑝𝑢́𝑏𝑙𝑖𝑐𝑜. 𝑇𝑒𝑟𝑐𝑒𝑖𝑟𝑜 𝑝𝑜𝑛𝑡𝑜: 𝑡𝑒𝑚𝑜 𝑞𝑢𝑒, 𝑐𝑜𝑚 𝑎 𝑑𝑒𝑠𝑣𝑎𝑙𝑜𝑟𝑖𝑧𝑎𝑐̧𝑎̃𝑜 𝑑𝑎 𝑐𝑎𝑟𝑟𝑒𝑖𝑟𝑎 𝑑𝑜𝑐𝑒𝑛𝑡𝑒, 𝑡𝑒𝑛𝘩𝑎𝑚𝑜𝑠, 𝑐𝑎𝑑𝑎 𝑣𝑒𝑧 𝑚𝑎𝑖𝑠, 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟𝑒𝑠 𝑠𝑒𝑚 𝑣𝑜𝑐𝑎𝑐̧𝑎̃𝑜 𝑒 𝑞𝑢𝑒 𝑠𝑜́ 𝑒𝑠𝑡𝑎𝑟𝑎̃𝑜 𝑛𝑎 𝑝𝑟𝑜𝑓𝑖𝑠𝑠𝑎̃𝑜 𝑝𝑜𝑟 𝑛𝑎̃𝑜 𝑡𝑒𝑟𝑒𝑚 𝑜𝑏𝑡𝑖𝑑𝑜 𝑚𝑒́𝑑𝑖𝑎 𝑝𝑎𝑟𝑎 𝑜𝑢𝑡𝑟𝑜 𝑐𝑢𝑟𝑠𝑜, 𝑒 𝑖𝑠𝑡𝑜 𝑒́ 𝑒𝑥𝑡𝑟𝑒𝑚𝑎𝑚𝑒𝑛𝑡𝑒 𝑝𝑟𝑒𝑜𝑐𝑢𝑝𝑎𝑛𝑡𝑒. 𝑃𝑟𝑒𝑐𝑖𝑠𝑎𝑚𝑜𝑠 𝑑𝑒 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟𝑒𝑠 𝑚𝑜𝑡𝑖𝑣𝑎𝑑𝑜𝑠 𝑒 𝑐𝑜𝑚 𝑣𝑜𝑐𝑎𝑐̧𝑎̃𝑜, 𝑐𝑎𝑠𝑜 𝑐𝑜𝑛𝑡𝑟𝑎́𝑟𝑖𝑜, 𝑎 𝑒𝑠𝑐𝑜𝑙𝑎 𝑝𝑢́𝑏𝑙𝑖𝑐𝑎 𝑐𝑜𝑟𝑟𝑒𝑟𝑎́ 𝑠𝑒́𝑟𝑖𝑜𝑠 𝑟𝑖𝑠𝑐𝑜𝑠 𝑛𝑜 𝑓𝑢𝑡𝑢𝑟𝑜.

𝑃𝑎𝑟𝑎 𝑐𝑜𝑛𝑐𝑙𝑢𝑖𝑟, 𝑜 𝑚𝑢𝑛𝑑𝑜 𝑗𝑎́ 𝑒́ 𝑡𝑎̃𝑜 𝑎𝑙𝑡𝑎𝑚𝑒𝑛𝑡𝑒 𝑐𝑜𝑚𝑝𝑒𝑡𝑖𝑡𝑖𝑣𝑜 𝑞𝑢𝑒 𝑛𝑎̃𝑜 𝘩𝑎́ 𝑛𝑒𝑐𝑒𝑠𝑠𝑖𝑑𝑎𝑑𝑒 𝑑𝑒 𝑡𝑟𝑎𝑛𝑠𝑓𝑜𝑟𝑚𝑎𝑟𝑚𝑜𝑠 𝑎 𝑒𝑑𝑢𝑐𝑎𝑐̧𝑎̃𝑜 𝑛𝑒𝑠𝑡𝑎 𝑐𝑜𝑟𝑟𝑖𝑑𝑎 𝑑𝑒𝑠𝑒𝑛𝑓𝑟𝑒𝑎𝑑𝑎 𝑝𝑜𝑟 𝑟𝑒𝑠𝑢𝑙𝑡𝑎𝑑𝑜𝑠. 𝐴 𝑒𝑠𝑐𝑜𝑙𝑎 𝑒́, 𝑛𝑎 𝑣𝑒𝑟𝑑𝑎𝑑𝑒, 𝑚𝑢𝑖𝑡𝑜 𝑚𝑎𝑖𝑠 𝑑𝑜 𝑞𝑢𝑒 𝑟𝑒𝑠𝑢𝑙𝑡𝑎𝑑𝑜𝑠 𝑛𝑢𝑚𝑒́𝑟𝑖𝑐𝑜𝑠. 𝐸́, 𝑝𝑎𝑟𝑎 𝑚𝑢𝑖𝑡𝑜𝑠, 𝑢𝑚𝑎 𝑠𝑒𝑔𝑢𝑛𝑑𝑎 𝑐𝑎𝑠𝑎. 𝐸, 𝑠𝑒 𝑝𝑎𝑟𝑎 𝑚𝑢𝑖𝑡𝑜𝑠, 𝑎 𝑠𝑢𝑎 𝑐𝑎𝑠𝑎 𝑒́ 𝑢𝑚𝑎 𝑚𝑎𝑛𝑠𝑎̃𝑜, 𝑜𝑢𝑡𝑟𝑜𝑠 𝑛𝑎̃𝑜 𝑑𝑒𝑖𝑥𝑎𝑚 𝑑𝑒 𝑠𝑒𝑟 𝑓𝑒𝑙𝑖𝑧𝑒𝑠 𝑛𝑜 𝑠𝑒𝑢 𝑎𝑝𝑎𝑟𝑡𝑎𝑚𝑒𝑛𝑡𝑜 𝑚𝑜𝑑𝑒𝑠𝑡𝑜. 𝑂 𝑞𝑢𝑒 𝑖𝑚𝑝𝑜𝑟𝑡𝑎 𝑒́ 𝑜 𝑎𝑚𝑏𝑖𝑒𝑛𝑡𝑒 𝑞𝑢𝑒 𝑠𝑒 𝑣𝑖𝑣𝑒 𝑙𝑎́ 𝑑𝑒𝑛𝑡𝑟𝑜.

* Professora e investigadora na área da língua e educação

IN "VISÃO" -20/06/23 .