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É ᴛᴇᴍᴘᴏ ᴅᴇ ᴇᴅᴜᴄᴀʀ ᴘᴀʀᴀ ᴏ ɪɴᴄᴇʀᴛᴏ, ᴘᴀʀᴀ ᴏ ɪɴᴀᴄᴀʙᴀᴅᴏ, ᴘᴀʀᴀ ᴏ ϙᴜᴇ ᴀɪɴᴅᴀ ɴᴀ̃ᴏ ᴇxɪsᴛᴇ. E ɪssᴏ ᴇxɪɢᴇ ᴄᴏʀᴀɢᴇᴍ. Cᴏʀᴀɢᴇᴍ ᴘᴀʀᴀ ᴀᴅᴍɪᴛɪʀ ϙᴜᴇ ᴏs ɴᴏssᴏs ᴍᴏᴅᴇʟᴏs ᴅᴇ ᴇɴsɪɴᴏ ᴊᴀ́ ɴᴀ̃ᴏ ʙᴀsᴛᴀᴍ.

𝖭𝗎𝗆 𝖺𝗋𝗍𝗂𝗀𝗈 𝖺𝗇𝗍𝖾𝗋𝗂𝗈𝗋 𝗊𝗎𝖾 𝗉𝗎𝖻𝗅𝗂𝗊𝗎𝖾𝗂 𝗇𝗈 𝖩𝗈𝗋𝗇𝖺𝗅 𝖤𝖼𝗈𝗇𝗈́𝗆𝗂𝖼𝗈, 𝖽𝖾𝖿𝖾𝗇𝖽𝗂 𝗊𝗎𝖾 𝖺 𝗂𝗇𝗍𝖾𝗀𝗋𝖺𝖼̧𝖺̃𝗈 𝖽𝖺 𝗂𝗇𝗍𝖾𝗅𝗂𝗀𝖾̂𝗇𝖼𝗂𝖺 𝖺𝗋𝗍𝗂𝖿𝗂𝖼𝗂𝖺𝗅 (𝖨𝖠) 𝗇𝗈 𝖾𝗇𝗌𝗂𝗇𝗈 𝖾́ 𝗂𝗇𝖾𝗏𝗂𝗍𝖺́𝗏𝖾𝗅 𝖾 𝗇𝖾𝖼𝖾𝗌𝗌𝖺́𝗋𝗂𝖺. 𝖧𝗈𝗃𝖾, 𝗊𝗎𝖾𝗋𝗈 𝖽𝖺𝗋 𝗎𝗆 𝗉𝖺𝗌𝗌𝗈 𝖺𝗅𝖾́𝗆: 𝗇𝖺̃𝗈 𝖻𝖺𝗌𝗍𝖺 𝗂𝗇𝗍𝖾𝗀𝗋𝖺𝗋 𝖾́ 𝗉𝗋𝖾𝖼𝗂𝗌𝗈 𝗋𝖾𝖿𝗈𝗋𝗆𝗎𝗅𝖺𝗋 𝗈 𝗉𝖾𝗇𝗌𝖺𝗆𝖾𝗇𝗍𝗈. 𝖮 𝗏𝖾𝗋𝖽𝖺𝖽𝖾𝗂𝗋𝗈 𝖽𝖾𝗌𝖺𝖿𝗂𝗈 𝗇𝖺̃𝗈 𝖾𝗌𝗍𝖺́ 𝗇𝖺𝗌 𝖿𝖾𝗋𝗋𝖺𝗆𝖾𝗇𝗍𝖺𝗌, 𝗆𝖺𝗌 𝗇𝖺 𝖿𝗈𝗋𝗆𝖺 𝖼𝗈𝗆𝗈 𝗉𝖾𝗇𝗌𝖺𝗆𝗈𝗌 𝖺 𝖺𝗉𝗋𝖾𝗇𝖽𝗂𝗓𝖺𝗀𝖾𝗆, 𝗈 𝖼𝗈𝗇𝗁𝖾𝖼𝗂𝗆𝖾𝗇𝗍𝗈, 𝖺 𝖺𝗊𝗎𝗂𝗌𝗂𝖼̧𝖺̃𝗈 𝖽𝖾 𝖼𝗈𝗆𝗉𝖾𝗍𝖾̂𝗇𝖼𝗂𝖺𝗌 𝖾 𝖺𝗍𝖾́ 𝗈 𝗉𝗋𝗈́𝗉𝗋𝗂𝗈 𝗉𝖺𝗉𝖾𝗅 𝖽𝗈 𝗌𝖾𝗋 𝗁𝗎𝗆𝖺𝗇𝗈 𝗇𝗎𝗆 𝗆𝗎𝗇𝖽𝗈 𝗈𝗇𝖽𝖾 𝖺𝗌 𝗆𝖺́𝗊𝗎𝗂𝗇𝖺𝗌 𝗍𝖺𝗆𝖻𝖾́𝗆 𝖺𝗉𝗋𝖾𝗇𝖽𝖾𝗆.

𝖠 𝖨𝖠 𝗈𝖻𝗋𝗂𝗀𝗈𝗎-𝗇𝗈𝗌 𝖺 𝗈𝗅𝗁𝖺𝗋 𝗉𝖺𝗋𝖺 𝗈 𝖾𝗌𝗉𝖾𝗅𝗁𝗈. 𝖤 𝗈 𝗋𝖾𝖿𝗅𝖾𝗑𝗈 𝗆𝗈𝗌𝗍𝗋𝖺 𝗎𝗆𝖺 𝖾𝗌𝖼𝗈𝗅𝖺 𝖾 𝗎𝗆 𝖾𝗇𝗌𝗂𝗇𝗈 𝗌𝗎𝗉𝖾𝗋𝗂𝗈𝗋, 𝗇𝖺 𝗌𝗎𝖺 𝗆𝖺𝗂𝗈𝗋𝗂𝖺, 𝖺𝗂𝗇𝖽𝖺 𝗉𝗋𝖾𝗌𝗈 𝖺 𝗆𝗈𝖽𝖾𝗅𝗈𝗌 𝖽𝖾 𝗉𝖾𝗇𝗌𝖺𝗆𝖾𝗇𝗍𝗈 𝖽𝗈 𝗌𝖾́𝖼𝗎𝗅𝗈 𝖷𝖷, 𝖼𝖾𝗇𝗍𝗋𝖺𝖽𝗈𝗌 𝗇𝖺 𝗍𝗋𝖺𝗇𝗌𝗆𝗂𝗌𝗌𝖺̃𝗈 𝖽𝖾 𝖼𝗈𝗇𝗍𝖾𝗎́𝖽𝗈𝗌 𝖾 𝗇𝖺 𝗉𝗋𝖾𝗏𝗂𝗌𝗂𝖻𝗂𝗅𝗂𝖽𝖺𝖽𝖾 𝖽𝗈 𝖼𝗈𝗇𝗁𝖾𝖼𝗂𝗆𝖾𝗇𝗍𝗈. 𝖭𝗈 𝖾𝗇𝗍𝖺𝗇𝗍𝗈, 𝗈 𝗆𝗎𝗇𝖽𝗈 𝗊𝗎𝖾 𝗌𝖾 𝖽𝖾𝗌𝖾𝗇𝗁𝖺 𝖺̀ 𝗇𝗈𝗌𝗌𝖺 𝖿𝗋𝖾𝗇𝗍𝖾 𝖾́ 𝗈 𝖽𝖺 𝗂𝗆𝗉𝗋𝖾𝗏𝗂𝗌𝗂𝖻𝗂𝗅𝗂𝖽𝖺𝖽𝖾, 𝖽𝖺 𝗂𝗇𝗍𝖾𝗋𝖼𝗈𝗇𝖾𝗑𝖺̃𝗈 𝖾 𝖽𝖺 𝖺𝗉𝗋𝖾𝗇𝖽𝗂𝗓𝖺𝗀𝖾𝗆 𝖼𝗈𝗇𝗍ı́𝗇𝗎𝖺. 𝖢𝗈𝗆𝗈 𝗉𝗈𝖽𝖾𝗆𝗈𝗌 𝗉𝗋𝖾𝗉𝖺𝗋𝖺𝗋 𝗉𝖾𝗌𝗌𝗈𝖺𝗌 𝗉𝖺𝗋𝖺 𝗎𝗆 𝖿𝗎𝗍𝗎𝗋𝗈 𝗂𝗇𝖼𝖾𝗋𝗍𝗈 𝖼𝗈𝗆 𝗎𝗆 𝗉𝖾𝗇𝗌𝖺𝗆𝖾𝗇𝗍𝗈 𝖺𝗂𝗇𝖽𝖺 𝗆𝗈𝗅𝖽𝖺𝖽𝗈 𝗉𝗈𝗋 𝖼𝖾𝗋𝗍𝖾𝗓𝖺𝗌 𝖺𝗇𝗍𝗂𝗀𝖺𝗌?

𝖭𝖺̃𝗈 𝖾́ 𝖺𝗉𝖾𝗇𝖺𝗌 𝗈 𝗆𝖾𝗋𝖼𝖺𝖽𝗈 𝖽𝖾 𝗍𝗋𝖺𝖻𝖺𝗅𝗁𝗈 𝗊𝗎𝖾 𝖾𝗌𝗍𝖺́ 𝖺 𝗆𝗎𝖽𝖺𝗋 𝖾́ 𝖺 𝗉𝗋𝗈́𝗉𝗋𝗂𝖺 𝗅𝗈́𝗀𝗂𝖼𝖺 𝖽𝖾 𝖼𝗈𝗆𝗈 𝗈 𝗍𝗋𝖺𝖻𝖺𝗅𝗁𝗈 𝖾 𝗈 𝖼𝗈𝗇𝗁𝖾𝖼𝗂𝗆𝖾𝗇𝗍𝗈 𝖼𝗈𝖾𝗑𝗂𝗌𝗍𝖾𝗆. 𝖠 𝖨𝖠 𝗇𝖺̃𝗈 𝗌𝗎𝖻𝗌𝗍𝗂𝗍𝗎𝗂 𝖺𝗉𝖾𝗇𝖺𝗌 𝗍𝖺𝗋𝖾𝖿𝖺𝗌, 𝗌𝗎𝖻𝗌𝗍𝗂𝗍𝗎𝗂 𝗆𝗈𝖽𝗈𝗌 𝖽𝖾 𝗉𝖾𝗇𝗌𝖺𝗋 𝗅𝗂𝗇𝖾𝖺𝗋𝖾𝗌, 𝖿𝗎𝗇𝖼̧𝗈̃𝖾𝗌 𝗋𝖾𝗉𝖾𝗍𝗂𝗍𝗂𝗏𝖺𝗌, 𝗋𝖾𝗌𝗉𝗈𝗌𝗍𝖺𝗌 𝖺𝗎𝗍𝗈𝗆𝖺́𝗍𝗂𝖼𝖺𝗌. 𝖤 𝖾́, 𝗉𝗋𝖾𝖼𝗂𝗌𝖺𝗆𝖾𝗇𝗍𝖾 𝗉𝗈𝗋 𝗂𝗌𝗌𝗈, 𝗊𝗎𝖾 𝗈 𝖾𝗇𝗌𝗂𝗇𝗈 𝗌𝗎𝗉𝖾𝗋𝗂𝗈𝗋 𝗉𝗋𝖾𝖼𝗂𝗌𝖺 𝖽𝖾 𝗌𝖾 𝗋𝖾𝖼𝖾𝗇𝗍𝗋𝖺𝗋 𝗇𝗈 𝗊𝗎𝖾 𝖺𝗌 𝗆𝖺́𝗊𝗎𝗂𝗇𝖺𝗌 𝗇𝖺̃𝗈 𝗍𝖾̂𝗆: 𝖼𝗎𝗋𝗂𝗈𝗌𝗂𝖽𝖺𝖽𝖾, 𝖾𝗆𝗉𝖺𝗍𝗂𝖺, 𝖾́𝗍𝗂𝖼𝖺 𝖾 𝗂𝗆𝖺𝗀𝗂𝗇𝖺𝖼̧𝖺̃𝗈.

𝖱𝖾𝖿𝗈𝗋𝗆𝗎𝗅𝖺𝗋 𝗈 𝗉𝖾𝗇𝗌𝖺𝗆𝖾𝗇𝗍𝗈 𝗌𝗂𝗀𝗇𝗂𝖿𝗂𝖼𝖺 𝖺𝖻𝖺𝗇𝖽𝗈𝗇𝖺𝗋 𝖺 𝗂𝖽𝖾𝗂𝖺 𝖽𝖾 𝗊𝗎𝖾 𝖺𝗉𝗋𝖾𝗇𝖽𝖾𝗋 𝖾́ 𝗌𝗈𝗆𝖾𝗇𝗍𝖾 𝖺𝖼𝗎𝗆𝗎𝗅𝖺𝗋 𝗂𝗇𝖿𝗈𝗋𝗆𝖺𝖼̧𝖺̃𝗈. 𝖠 𝖨𝖠 𝖿𝖺𝗓 𝗂𝗌𝗌𝗈 𝗂𝗇𝖿𝗂𝗇𝗂𝗍𝖺𝗆𝖾𝗇𝗍𝖾 𝗆𝖾𝗅𝗁𝗈𝗋 𝖽𝗈 𝗊𝗎𝖾 𝗇𝗈́𝗌. 𝖲𝗂𝗀𝗇𝗂𝖿𝗂𝖼𝖺 𝗉𝖾𝗋𝖼𝖾𝖻𝖾𝗋 𝗊𝗎𝖾 𝖺𝗉𝗋𝖾𝗇𝖽𝖾𝗋 𝖾́ 𝗅𝗂𝗀𝖺𝗋 𝗉𝗈𝗇𝗍𝗈𝗌, 𝖼𝗈𝗇𝗌𝗍𝗋𝗎𝗂𝗋 𝗌𝖾𝗇𝗍𝗂𝖽𝗈, 𝖼𝗋𝗂𝖺𝗋 𝗉𝗈𝗇𝗍𝖾𝗌 𝖾𝗇𝗍𝗋𝖾 𝖺́𝗋𝖾𝖺𝗌 𝖾 𝗌𝖺𝖻𝖾𝗋 𝖿𝖺𝗓𝖾𝗋 𝗉𝖾𝗋𝗀𝗎𝗇𝗍𝖺𝗌 𝗊𝗎𝖾 𝖺𝗂𝗇𝖽𝖺 𝗇𝖺̃𝗈 𝗍𝖾̂𝗆 𝗋𝖾𝗌𝗉𝗈𝗌𝗍𝖺. 𝖤́ 𝗇𝖾𝗌𝗍𝖾 𝗍𝖾𝗋𝗋𝗂𝗍𝗈́𝗋𝗂𝗈 𝗊𝗎𝖾 𝖺 𝗂𝗇𝗍𝖾𝗅𝗂𝗀𝖾̂𝗇𝖼𝗂𝖺 𝗁𝗎𝗆𝖺𝗇𝖺 𝖼𝗈𝗇𝗍𝗂𝗇𝗎𝖺 𝗂𝗇𝗌𝗎𝖻𝗌𝗍𝗂𝗍𝗎ı́𝗏𝖾𝗅.

𝖬𝖺𝗌 𝖾𝗌𝗍𝖺 𝗆𝗎𝖽𝖺𝗇𝖼̧𝖺 𝗇𝖺̃𝗈 𝖺𝖼𝗈𝗇𝗍𝖾𝖼𝖾𝗋𝖺́ 𝗌𝖾 𝖼𝗈𝗇𝗍𝗂𝗇𝗎𝖺𝗋𝗆𝗈𝗌 𝖺 𝗎𝗌𝖺𝗋 𝗇𝗈𝗏𝖺𝗌 𝖿𝖾𝗋𝗋𝖺𝗆𝖾𝗇𝗍𝖺𝗌 𝗉𝖺𝗋𝖺 𝗌𝗎𝗌𝗍𝖾𝗇𝗍𝖺𝗋 𝗏𝖾𝗅𝗁𝖺𝗌 𝗉𝗋𝖺́𝗍𝗂𝖼𝖺𝗌. 𝖯𝗈𝖽𝖾𝗆𝗈𝗌 𝗍𝖾𝗋 𝖺𝗅𝗀𝗈𝗋𝗂𝗍𝗆𝗈𝗌 𝗇𝗈 𝗅𝗎𝗀𝖺𝗋 𝖽𝗈𝗌 𝗆𝖺𝗇𝗎𝖺𝗂𝗌, 𝖼𝗁𝖺𝗍𝖻𝗈𝗍𝗌 𝗇𝖺𝗌 𝗍𝗎𝗍𝗈𝗋𝗂𝖺𝗌 𝖾 𝗌𝗂𝗆𝗎𝗅𝖺𝖽𝗈𝗋𝖾𝗌 𝗇𝖺𝗌 𝖺𝗎𝗅𝖺𝗌, 𝗆𝖺𝗌 𝗌𝖾 𝗈 𝗉𝖾𝗇𝗌𝖺𝗆𝖾𝗇𝗍𝗈 𝗊𝗎𝖾 𝗈𝗋𝗂𝖾𝗇𝗍𝖺 𝗍𝗎𝖽𝗈 𝗂𝗌𝗍𝗈 𝖼𝗈𝗇𝗍𝗂𝗇𝗎𝖺𝗋 𝗁𝗂𝖾𝗋𝖺́𝗋𝗊𝗎𝗂𝖼𝗈, 𝗋ı́𝗀𝗂𝖽𝗈 𝖾 𝖺𝗏𝖾𝗌𝗌𝗈 𝖺𝗈 𝗋𝗂𝗌𝖼𝗈, 𝗉𝗈𝗎𝖼𝗈 𝗆𝗎𝖽𝖺𝗋𝖺́. 𝖮 𝗊𝗎𝖾 𝖿𝖺𝗅𝗍𝖺 𝗇𝖺̃𝗈 𝖾́ 𝗍𝖾𝖼𝗇𝗈𝗅𝗈𝗀𝗂𝖺 𝖾́ 𝖺𝖼𝗂𝗆𝖺 𝖽𝖾 𝗍𝗎𝖽𝗈 𝗏𝗂𝗌𝖺̃𝗈.

𝖤́ 𝗍𝖾𝗆𝗉𝗈 𝖽𝖾 𝖾𝖽𝗎𝖼𝖺𝗋 𝗉𝖺𝗋𝖺 𝗈 𝗂𝗇𝖼𝖾𝗋𝗍𝗈, 𝗉𝖺𝗋𝖺 𝗈 𝗂𝗇𝖺𝖼𝖺𝖻𝖺𝖽𝗈, 𝗉𝖺𝗋𝖺 𝗈 𝗊𝗎𝖾 𝖺𝗂𝗇𝖽𝖺 𝗇𝖺̃𝗈 𝖾𝗑𝗂𝗌𝗍𝖾. 𝖤 𝗂𝗌𝗌𝗈 𝖾𝗑𝗂𝗀𝖾 𝖼𝗈𝗋𝖺𝗀𝖾𝗆. 𝖢𝗈𝗋𝖺𝗀𝖾𝗆 𝗉𝖺𝗋𝖺 𝖺𝖽𝗆𝗂𝗍𝗂𝗋 𝗊𝗎𝖾 𝗈𝗌 𝗇𝗈𝗌𝗌𝗈𝗌 𝗆𝗈𝖽𝖾𝗅𝗈𝗌 𝖽𝖾 𝖾𝗇𝗌𝗂𝗇𝗈 𝗃𝖺́ 𝗇𝖺̃𝗈 𝖻𝖺𝗌𝗍𝖺𝗆. 𝖢𝗈𝗋𝖺𝗀𝖾𝗆 𝗉𝖺𝗋𝖺 𝖺𝖻𝗋𝗂𝗋 𝖾𝗌𝗉𝖺𝖼̧𝗈 𝖺̀ 𝖾𝗑𝗉𝖾𝗋𝗂𝗆𝖾𝗇𝗍𝖺𝖼̧𝖺̃𝗈, 𝖺̀ 𝖼𝗈𝗅𝖺𝖻𝗈𝗋𝖺𝖼̧𝖺̃𝗈 𝖾 𝖺̀ 𝖿𝖺𝗅𝗁𝖺 𝖼𝗈𝗇𝗌𝗍𝗋𝗎𝗍𝗂𝗏𝖺. 𝖢𝗈𝗋𝖺𝗀𝖾𝗆 𝗉𝖺𝗋𝖺 𝖺𝖼𝖾𝗂𝗍𝖺𝗋 𝗊𝗎𝖾 𝗈 𝖼𝗈𝗇𝗁𝖾𝖼𝗂𝗆𝖾𝗇𝗍𝗈 𝗃𝖺́ 𝗇𝖺̃𝗈 𝖾́ 𝖾𝗌𝗍𝖺́𝗏𝖾𝗅, 𝖾 𝗊𝗎𝖾 𝗈 𝖺𝗍𝗈 𝖽𝖾 𝖺𝗉𝗋𝖾𝗇𝖽𝖾𝗋 𝖾́, 𝗆𝖺𝗂𝗌 𝖽𝗈 𝗊𝗎𝖾 𝗇𝗎𝗇𝖼𝖺, 𝗎𝗆 𝗉𝗋𝗈𝖼𝖾𝗌𝗌𝗈 𝖼𝗋𝗂𝖺𝗍𝗂𝗏𝗈.

𝖠 𝖨𝖠 𝗇𝖺̃𝗈 𝖾́ 𝗈 𝖿𝗂𝗆 𝖽𝖺 𝖾𝗌𝖼𝗈𝗅𝖺. 𝖤́, 𝗍𝖺𝗅𝗏𝖾𝗓, 𝗈 𝗌𝖾𝗎 𝗋𝖾𝖼𝗈𝗆𝖾𝖼̧𝗈. 𝖬𝖺𝗌 𝗌𝗈́ 𝗌𝖾 𝗍𝗂𝗏𝖾𝗋𝗆𝗈𝗌 𝖺 𝗈𝗎𝗌𝖺𝖽𝗂𝖺 𝖽𝖾 𝗋𝖾𝗉𝖾𝗇𝗌𝖺𝗋, 𝗇𝖺̃𝗈 𝖺𝗉𝖾𝗇𝖺𝗌 𝖺𝗌 𝖾𝗌𝗍𝗋𝗎𝗍𝗎𝗋𝖺𝗌, 𝗆𝖺𝗌 𝗈 𝗆𝗈𝖽𝗈 𝖽𝖾 𝗉𝖾𝗇𝗌𝖺𝗋 𝗊𝗎𝖾 𝖺𝗌 𝗌𝗎𝗌𝗍𝖾𝗇𝗍𝖺. 𝖯𝗈𝗋𝗊𝗎𝖾 𝖺 𝗌𝗈𝖼𝗂𝖾𝖽𝖺𝖽𝖾 𝗊𝗎𝖾 𝖼𝗈𝗇𝗁𝖾𝖼𝖾𝗆𝗈𝗌 𝖾𝗌𝗍𝖺́ 𝖺 𝗆𝗎𝖽𝖺𝗋 𝖺 𝗎𝗆𝖺 𝗏𝖾𝗅𝗈𝖼𝗂𝖽𝖺𝖽𝖾 𝗊𝗎𝖾 𝗇𝖺̃𝗈 𝗉𝖾𝗋𝗆𝗂𝗍𝖾 𝗁𝖾𝗌𝗂𝗍𝖺𝖼̧𝖺̃𝗈. 𝖮 𝖿𝗎𝗍𝗎𝗋𝗈 𝗇𝖺̃𝗈 𝗌𝖾𝗋𝖺́ 𝗇𝖾𝖼𝖾𝗌𝗌𝖺𝗋𝗂𝖺𝗆𝖾𝗇𝗍𝖾 𝖽𝖾 𝗊𝗎𝖾𝗆 𝗌𝗈𝗎𝖻𝖾𝗋 𝗎𝗌𝖺𝗋 𝗆𝖾𝗅𝗁𝗈𝗋 𝖺 𝖨𝖠, 𝗆𝖺𝗌 𝗌𝗂𝗆 𝖽𝖾 𝗊𝗎𝖾𝗆 𝗌𝗈𝗎𝖻𝖾𝗋 𝗉𝖾𝗇𝗌𝖺𝗋 𝖽𝗂𝖿𝖾𝗋𝖾𝗇𝗍𝖾 𝖼𝗈𝗆 𝖾𝗅𝖺.

* Presidente do ISCAL

IN "O JORNAL ECONÓMICO" - 11/11/25 .