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Matemática
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𝖮𝗌 𝗋𝖾𝗌𝗎𝗅𝗍𝖺𝖽𝗈𝗌 𝖽𝗈𝗌 𝗍𝖾𝗌𝗍𝖾𝗌 𝖳𝖨𝖬𝖲𝖲-𝟤𝟢𝟤𝟥 𝗋𝖾𝖼𝖾𝗇𝗍𝖾𝗆𝖾𝗇𝗍𝖾 𝖽𝗂𝗏𝗎𝗅𝗀𝖺𝖽𝗈𝗌 𝗇𝖺̃𝗈 𝗍𝗋𝗈𝗎𝗑𝖾𝗋𝖺𝗆 𝗇𝗈𝗍𝗂́𝖼𝗂𝖺𝗌 𝖺𝗎𝗌𝗉𝗂𝖼𝗂𝗈𝗌𝖺𝗌. 𝖮 𝗍𝖾𝗌𝗍𝖾 𝗂𝗇𝗍𝖾𝗋𝗇𝖺𝖼𝗂𝗈𝗇𝖺𝗅, 𝗊𝗎𝖾 𝖺𝗏𝖺𝗅𝗂𝖺 𝖼𝗈𝗇𝗁𝖾𝖼𝗂𝗆𝖾𝗇𝗍𝗈𝗌 𝖾𝗆 𝖬𝖺𝗍𝖾𝗆𝖺́𝗍𝗂𝖼𝖺 𝖾 𝖢𝗂𝖾̂𝗇𝖼𝗂𝖺𝗌 𝖽𝖾 𝖺𝗅𝗎𝗇𝗈𝗌 𝖽𝗈𝗌 𝟦.º 𝖾 𝟪.º 𝖺𝗇𝗈𝗌 𝖽𝖾 𝖾𝗌𝖼𝗈𝗅𝖺𝗋𝗂𝖽𝖺𝖽𝖾 𝖾𝗆 𝗉𝖺𝗋𝗍𝗂𝖼𝗂𝗉𝖺𝗇𝗍𝖾𝗌 𝖽𝖾 𝖼𝖾𝗋𝖼𝖺 𝖽𝖾 𝟧𝟢 𝗉𝖺𝗂́𝗌𝖾𝗌, 𝗋𝖾𝗏𝖾𝗅𝗈𝗎 𝗉𝗋𝗂𝗇𝖼𝗂𝗉𝖺𝗅𝗆𝖾𝗇𝗍𝖾 𝖽𝗎𝖺𝗌 𝖼𝗈𝗂𝗌𝖺𝗌 (𝖿𝗈𝖼𝖺𝗇𝖽𝗈-𝗇𝗈𝗌 𝗇𝗈 𝟪.º 𝖺𝗇𝗈): (𝖺) 𝖮 𝗋𝖾𝗌𝗎𝗅𝗍𝖺𝖽𝗈 𝗆𝖾́𝖽𝗂𝗈 𝖽𝗈𝗌 𝖾𝗌𝗍𝗎𝖽𝖺𝗇𝗍𝖾𝗌 𝗉𝗈𝗋𝗍𝗎𝗀𝗎𝖾𝗌𝖾𝗌 𝖼𝖺𝗂𝗎 𝟤𝟧 𝗉𝗈𝗇𝗍𝗈𝗌 𝖿𝖺𝖼𝖾 𝖺𝗈 𝗎́𝗅𝗍𝗂𝗆𝗈 𝗍𝖾𝗌𝗍𝖾 𝗋𝖾𝖺𝗅𝗂𝗓𝖺𝖽𝗈 𝖾𝗆 𝟤𝟢𝟣𝟫 𝗉𝖺𝗋𝖺 𝗎𝗆 𝗏𝖺𝗅𝗈𝗋 𝗅𝗂𝗀𝖾𝗂𝗋𝖺𝗆𝖾𝗇𝗍𝖾 𝖺𝖻𝖺𝗂𝗑𝗈 𝖽𝖺 𝗆𝖾́𝖽𝗂𝖺 𝗀𝗅𝗈𝖻𝖺𝗅, 𝖺 𝗆𝖺𝗂𝗈𝗋 𝗊𝗎𝖾𝖽𝖺 𝖾𝗇𝗍𝗋𝖾 𝗍𝗈𝖽𝗈𝗌 𝗈𝗌 𝗉𝖺𝗂́𝗌𝖾𝗌 𝖾𝗎𝗋𝗈𝗉𝖾𝗎𝗌 𝗉𝖺𝗋𝗍𝗂𝖼𝗂𝗉𝖺𝗇𝗍𝖾𝗌 𝗇𝗈 𝖾𝗌𝗍𝗎𝖽𝗈; (𝖻) 𝖠𝗉𝖾𝗇𝖺𝗌 𝟦% 𝖽𝗈𝗌 𝖾𝗌𝗍𝗎𝖽𝖺𝗇𝗍𝖾𝗌 𝗍𝗂𝗏𝖾𝗋𝖺𝗆 𝗎𝗆 𝖽𝖾𝗌𝖾𝗆𝗉𝖾𝗇𝗁𝗈 𝖼𝗅𝖺𝗌𝗌𝗂𝖿𝗂𝖼𝖺𝖽𝗈 𝖼𝗈𝗆𝗈 ‘𝖺𝗏𝖺𝗇𝖼̧𝖺𝖽𝗈’ (𝗌𝖼𝗈𝗋𝖾 𝗂𝗀𝗎𝖺𝗅 𝗈𝗎 𝗌𝗎𝗉𝖾𝗋𝗂𝗈𝗋 𝖺 𝟨𝟤𝟧), 𝗉𝗈𝗌𝗂𝖼̧𝖺̃𝗈 𝗊𝗎𝖾, 𝗇𝖺 𝖤𝗎𝗋𝗈𝗉𝖺 𝖺𝗉𝖾𝗇𝖺𝗌 𝗌𝗎𝗉𝖾𝗋𝖺 𝖺 𝖥𝗋𝖺𝗇𝖼̧𝖺, 𝖾 𝗊𝗎𝖾 𝖼𝗈𝗆𝗉𝖺𝗋𝖺 𝖼𝗈𝗆 𝗎𝗆𝖺 𝖿𝗋𝖺𝖼̧𝖺̃𝗈 𝗆𝖾𝖽𝗂𝖺𝗇𝖺 𝗀𝗅𝗈𝖻𝖺𝗅 𝖽𝖾 𝟩%. (𝖯𝗈𝗋 𝖼𝖺𝗎𝗌𝖺 𝖽𝖺 ‘𝗉𝗋𝖾𝗀𝗎𝗂𝖼̧𝖺’, 𝖾𝗌𝗍𝖾 𝗏𝖺𝗅𝗈𝗋 𝗇𝖺 𝖳𝗎𝗋𝗊𝗎𝗂𝖺 𝖿𝗈𝗂 𝖽𝖾 𝟣𝟩%).
𝖢𝖾𝗋𝗍𝖺𝗆𝖾𝗇𝗍𝖾 𝗊𝗎𝖾 𝖺𝗅𝗀𝗎𝗆𝖺 𝗉𝖺𝗋𝗍𝖾 𝖽𝖺 𝗊𝗎𝖾𝖽𝖺 𝗌𝖾 𝖽𝖾𝗏𝖾𝗎 𝖺̀ 𝖼𝗈𝗏𝗂𝖽-𝟣𝟫 (𝖾 𝗍𝖺𝗆𝖻𝖾́𝗆 𝖺𝗈 𝗆𝗈𝖽𝗈 𝖼𝗈𝗆𝗈 𝗌𝖾 𝗀𝖾𝗋𝗂𝗎 𝖺 𝗉𝖺𝗇𝖽𝖾𝗆𝗂𝖺, 𝗉𝗈𝗂𝗌, 𝗂𝗇𝗍𝖾𝗋𝖾𝗌𝗌𝖺𝗇𝗍𝖾𝗆𝖾𝗇𝗍𝖾, 𝖺 𝖲𝗎𝖾́𝖼𝗂𝖺, 𝗊𝗎𝖾 𝖼𝗈𝗆𝗈 𝗇𝗈𝗌 𝗋𝖾𝖼𝗈𝗋𝖽𝖺𝗆𝗈𝗌 𝗍𝖾𝗏𝖾 𝗎𝗆𝖺 𝖺𝖻𝗈𝗋𝖽𝖺𝗀𝖾𝗆 𝗆𝖺𝗂𝗌 𝗅𝗂𝖻𝖾𝗋𝖺𝗅 𝖺𝗈 𝖼𝗈𝗇𝖿𝗂𝗇𝖺𝗆𝖾𝗇𝗍𝗈, 𝗋𝖾𝗀𝗂𝗌𝗍𝗈𝗎 𝗎𝗆 𝖺𝗎𝗆𝖾𝗇𝗍𝗈 𝖽𝖾 𝟣𝟧 𝗉𝗈𝗇𝗍𝗈𝗌 𝗇𝖺 𝗆𝖾́𝖽𝗂𝖺). 𝖬𝖺𝗌 𝗈 𝖼𝗈𝗇𝖿𝗂𝗇𝖺𝗆𝖾𝗇𝗍𝗈 𝗇𝖺̃𝗈 𝗉𝗈𝖽𝖾 𝖾𝗑𝗉𝗅𝗂𝖼𝖺𝗋 𝗍𝗎𝖽𝗈, 𝗉𝗈𝗂𝗌 𝖺 𝗊𝗎𝖾𝖽𝖺 𝗇𝖺̃𝗈 𝖿𝗈𝗂 𝗎𝗇𝗂𝗏𝖾𝗋𝗌𝖺𝗅 𝖾 𝖾𝗆 𝖯𝗈𝗋𝗍𝗎𝗀𝖺𝗅 𝖿𝗈𝗂 𝗆𝖺𝗂𝗌 𝖺𝖼𝖾𝗇𝗍𝗎𝖺𝖽𝖺 𝖽𝗈 𝗊𝗎𝖾 𝗇𝗈𝗎𝗍𝗋𝗈𝗌 𝗉𝖺𝗂́𝗌𝖾𝗌 𝗊𝗎𝖾 𝖺𝖽𝗈𝗍𝖺𝗋𝖺𝗆 𝖺𝖻𝗈𝗋𝖽𝖺𝗀𝖾𝗇𝗌 𝗂𝗀𝗎𝖺𝗅𝗆𝖾𝗇𝗍𝖾 𝗋𝖾𝗌𝗍𝗋𝗂𝗍𝗂𝗏𝖺𝗌 𝖿𝖺𝖼𝖾 𝖺̀ 𝗉𝖺𝗇𝖽𝖾𝗆𝗂𝖺.
𝖠𝖼𝗋𝖾𝖽𝗂𝗍𝗈 𝗊𝗎𝖾, 𝗉𝗈𝗋 𝖽𝖾𝗍𝗋𝖺́𝗌, 𝖾𝗌𝗍𝖺𝗋𝖺́ 𝖺𝗅𝗀𝗈 𝗆𝖺𝗂𝗌 𝗉𝗋𝗈𝖿𝗎𝗇𝖽𝗈 𝖾 𝖾𝗌𝗍𝗋𝗎𝗍𝗎𝗋𝖺𝗅. 𝖳𝖺𝗅𝗏𝖾𝗓 𝗈 𝗋𝖾𝗅𝖺𝗍𝗈 𝖽𝖾 𝗎𝗆𝖺 𝖾𝗑𝗉𝖾𝗋𝗂𝖾̂𝗇𝖼𝗂𝖺 𝗉𝖾𝗌𝗌𝗈𝖺𝗅 𝖺𝗃𝗎𝖽𝖾 𝖺 𝖾𝗌𝖼𝗅𝖺𝗋𝖾𝖼𝖾𝗋 𝖺 𝗋𝖺𝗓𝖺̃𝗈 𝖽𝖺 𝗆𝗂𝗇𝗁𝖺 𝗌𝗎𝗌𝗉𝖾𝗂𝗍𝖺. 𝖯𝖺𝗌𝗌𝖺𝖽𝗈𝗌 𝟣𝟧 𝖺𝗇𝗈𝗌 𝗏𝗈𝗍𝖾𝗂 𝖺 𝗅𝖾𝖼𝗂𝗈𝗇𝖺𝗋 𝗎𝗆 𝖼𝗎𝗋𝗌𝗈 𝖽𝖾 𝗆𝖾́𝗍𝗈𝖽𝗈𝗌 𝗊𝗎𝖺𝗇𝗍𝗂𝗍𝖺𝗍𝗂𝗏𝗈𝗌 𝖺𝗈 𝗇𝗂́𝗏𝖾𝗅 𝖽𝖺 𝗅𝗂𝖼𝖾𝗇𝖼𝗂𝖺𝗍𝗎𝗋𝖺. 𝖠 𝗆𝗂𝗇𝗁𝖺 𝖥𝖺𝖼𝗎𝗅𝖽𝖺𝖽𝖾 𝖾́ 𝗀𝖾𝗋𝖺𝗅𝗆𝖾𝗇𝗍𝖾 𝖼𝗈𝗇𝗌𝗂𝖽𝖾𝗋𝖺𝖽𝖺 𝖺 𝗆𝖾𝗅𝗁𝗈𝗋 𝖽𝗈 𝗉𝖺𝗂́𝗌 𝖾 𝗈𝗌 𝖾𝗌𝗍𝗎𝖽𝖺𝗇𝗍𝖾𝗌 𝗌𝖺̃𝗈 𝖺𝖽𝗆𝗂𝗍𝗂𝖽𝗈𝗌 𝖼𝗈𝗆 𝗇𝗈𝗍𝖺𝗌 𝖾𝗅𝖾𝗏𝖺𝖽𝗂́𝗌𝗌𝗂𝗆𝖺𝗌 (𝗍𝖾𝗇𝖽𝗈 𝖬𝖺𝗍𝖾𝗆𝖺́𝗍𝗂𝖼𝖺 𝖼𝗈𝗆𝗈 𝖺 𝗎́𝗇𝗂𝖼𝖺 𝗉𝗋𝗈𝗏𝖺 𝖾𝗌𝗉𝖾𝖼𝗂́𝖿𝗂𝖼𝖺). 𝖥𝗈𝗂, 𝗉𝗈𝗂𝗌, 𝖼𝗈𝗆 𝗌𝗎𝗋𝗉𝗋𝖾𝗌𝖺 𝗊𝗎𝖾 𝗉𝗎𝖽𝖾 𝖼𝗈𝗇𝗌𝗍𝖺𝗍𝖺𝗋 𝗈 𝖻𝖺𝗂𝗑𝗂́𝗌𝗌𝗂𝗆𝗈 𝗇𝗂́𝗏𝖾𝗅 𝖽𝖾 𝖼𝗈𝗇𝗁𝖾𝖼𝗂𝗆𝖾𝗇𝗍𝗈 𝗆𝖺𝗍𝖾𝗆𝖺́𝗍𝗂𝖼𝗈 𝖾, 𝗆𝖾𝗌𝗆𝗈, 𝖽𝖾 𝖼𝗎𝗅𝗍𝗎𝗋𝖺 𝗊𝗎𝖺𝗇𝗍𝗂𝗍𝖺𝗍𝗂𝗏𝖺 𝖻𝖺́𝗌𝗂𝖼𝖺 𝖽𝖺 𝗀𝖾𝗇𝖾𝗋𝖺𝗅𝗂𝖽𝖺𝖽𝖾 𝖽𝗈𝗌 𝖺𝗅𝗎𝗇𝗈𝗌. 𝖭𝗎𝗆 𝖼𝖺𝗌𝗈 𝗉𝖺𝗋𝗍𝗂𝖼𝗎𝗅𝖺𝗋𝗆𝖾𝗇𝗍𝖾 𝖼𝖺𝗋𝗂𝖼𝖺𝗍𝗈, 𝗎𝗆 𝖺𝗅𝗎𝗇𝗈 𝗊𝗎𝖾𝗂𝗑𝗈𝗎-𝗌𝖾 𝖽𝗎𝗋𝖺𝗇𝗍𝖾 𝗎𝗆 𝖾𝗑𝖺𝗆𝖾, 𝗈𝗇𝖽𝖾 𝗍𝗂𝗇𝗁𝖺 𝗉𝗋𝗈𝗂𝖻𝗂𝖽𝗈 𝖼𝖺𝗅𝖼𝗎𝗅𝖺𝖽𝗈𝗋𝖺𝗌 𝗈𝗎 𝖼𝗈𝗆𝗉𝗎𝗍𝖺𝖽𝗈𝗋, 𝗊𝗎𝖾 𝗇𝖺̃𝗈 𝖾𝗋𝖺 𝗈𝖻𝗋𝗂𝗀𝖺𝖽𝗈 𝖺 𝗌𝖺𝖻𝖾𝗋 𝖽𝗂𝗏𝗂𝖽𝗂𝗋 𝟨 𝗉𝗈𝗋 𝟤,𝟫 𝖺̀ 𝗆𝖺̃𝗈.
𝖢𝗈𝗆 𝖾𝗌𝗍𝖺 𝗇𝗈𝗍𝖺 𝗉𝗋𝖾𝗍𝖾𝗇𝖽𝗈 𝗂𝗅𝗎𝗌𝗍𝗋𝖺𝗋 𝖽𝗈𝗂𝗌 𝗉𝗈𝗇𝗍𝗈𝗌. 𝖤𝗆 𝗉𝗋𝗂𝗆𝖾𝗂𝗋𝗈 𝗅𝗎𝗀𝖺𝗋 𝗊𝗎𝖾, 𝗉𝖺𝗋𝖺 𝖺𝗅𝖾́𝗆 𝖽𝗈 𝗊𝗎𝖾 𝗇𝗈𝗌 𝖽𝗂𝗓𝖾𝗆 𝗈𝗌 𝗍𝖾𝗌𝗍𝖾𝗌 𝗂𝗇𝗍𝖾𝗋𝗇𝖺𝖼𝗂𝗈𝗇𝖺𝗂𝗌, 𝖺 𝖽𝖾𝗍𝖾𝗋𝗂𝗈𝗋𝖺𝖼̧𝖺̃𝗈 𝖽𝖺 𝖺𝗉𝗋𝖾𝗇𝖽𝗂𝗓𝖺𝗀𝖾𝗆 𝖽𝖺 𝖬𝖺𝗍𝖾𝗆𝖺́𝗍𝗂𝖼𝖺 (𝖾, 𝗉𝗋𝖾𝗌𝗎𝗆𝗈, 𝖽𝖺𝗌 𝖢𝗂𝖾̂𝗇𝖼𝗂𝖺𝗌) 𝖾́ 𝗎𝗆 𝗉𝗋𝗈𝖼𝖾𝗌𝗌𝗈 𝗆𝗎𝗂𝗍𝗈 𝖺𝗇𝗍𝖾𝗋𝗂𝗈𝗋 𝖺̀ 𝖼𝗈𝗏𝗂𝖽. 𝖣𝖾𝗉𝗈𝗂𝗌, 𝗊𝗎𝖾 ‘𝖽𝖾𝖿𝗂𝖼𝗂𝖾̂𝗇𝖼𝗂𝖺𝗌’, 𝖺𝗂𝗇𝖽𝖺 𝗊𝗎𝖾 𝗉𝖾𝗊𝗎𝖾𝗇𝖺𝗌, 𝗉𝗋𝖾𝗌𝖾𝗇𝗍𝖾𝗌 𝖼𝖾𝖽𝗈 𝗇𝗈𝗌 𝗉𝗋𝗈𝖼𝖾𝗌𝗌𝗈𝗌 𝖿𝗈𝗋𝗆𝖺𝗍𝗂𝗏𝗈𝗌 𝗍𝖾̂𝗆 𝖾𝖿𝖾𝗂𝗍𝗈𝗌 𝗊𝗎𝖾 𝗉𝖾𝗋𝖽𝗎𝗋𝖺𝗆 𝗇𝗈 𝗍𝖾𝗆𝗉𝗈. 𝖠 𝖼𝖺𝗎𝗌𝖺 𝖽𝖾𝗌𝗍𝖺 𝗌𝗂𝗍𝗎𝖺𝖼̧𝖺̃𝗈 𝖾́, 𝗇𝗈 𝖾𝗌𝗌𝖾𝗇𝖼𝗂𝖺𝗅, 𝗈 𝗅𝖺𝗑𝗂𝗌𝗆𝗈: 𝗉𝗈𝗎𝖼𝖺 𝖾𝗑𝗂𝗀𝖾̂𝗇𝖼𝗂𝖺 𝗇𝗈𝗌 𝖼𝗈𝗇𝗍𝖾𝗎́𝖽𝗈𝗌, 𝗉𝗈𝗎𝖼𝗈 𝗋𝗂𝗀𝗈𝗋 𝗇𝖺 𝖺𝗉𝗋𝖾𝗇𝖽𝗂𝗓𝖺𝗀𝖾𝗆 𝖾 𝖼𝗈𝗆𝗉𝗅𝖺𝖼𝖾̂𝗇𝖼𝗂𝖺 𝖼𝗈𝗆 𝗋𝖾𝗌𝗎𝗅𝗍𝖺𝖽𝗈𝗌 𝗆𝖾𝖽𝗂́𝗈𝖼𝗋𝖾𝗌.
𝖠𝗈 𝗅𝖺𝗑𝗂𝗌𝗆𝗈 𝗃𝗎𝗇𝗍𝖺𝗋-𝗌𝖾-𝖺́, 𝗍𝖺𝗆𝖻𝖾́𝗆, 𝖺𝗅𝗀𝗎𝗆 𝖽𝖾𝗌𝗇𝗈𝗋𝗍𝖾 𝗌𝗈𝖻𝗋𝖾 𝗈 𝗊𝗎𝖾 𝖾́ ‘𝖾𝗇𝗌𝗂𝗇𝖺𝗋’ 𝖾 ‘𝖺𝗉𝗋𝖾𝗇𝖽𝖾𝗋’ 𝗇𝖾𝗌𝗍𝖺 𝖾𝗋𝖺 𝖽𝖾 (𝗌𝗈𝖻𝗋𝖾) 𝖺𝖻𝗎𝗇𝖽𝖺̂𝗇𝖼𝗂𝖺 𝖽𝖾 𝗂𝗇𝖿𝗈𝗋𝗆𝖺𝖼̧𝖺̃𝗈. 𝖰𝗎𝖺𝗇𝖽𝗈 𝗉𝗈𝖽𝖾𝗆𝗈𝗌 ‘𝗀𝗈𝗈𝗀𝗅𝖺𝗋’ 𝗍𝗎𝖽𝗈 – 𝖿𝖺𝖼𝗍𝗈𝗌, 𝖽𝖾𝖿𝗂𝗇𝗂𝖼̧𝗈̃𝖾𝗌, 𝗍𝖾𝗈𝗋𝖾𝗆𝖺𝗌, 𝖾𝗑𝖾𝗆𝗉𝗅𝗈𝗌 𝗈𝗎 𝖾𝗇𝗌𝖺𝗂𝗈𝗌 – 𝖾 𝗊𝗎𝖺𝗇𝖽𝗈 𝖺𝗉𝗅𝗂𝖼𝖺𝖼̧𝗈̃𝖾𝗌 𝖽𝖾 𝖨𝖠 𝗀𝖾𝗋𝖺𝗆 𝗋𝖾𝗌𝗉𝗈𝗌𝗍𝖺𝗌 𝗊𝗎𝖾 𝗉𝖺𝗋𝖾𝖼𝖾𝗆 𝗁𝗎𝗆𝖺𝗇𝖺𝗌, 𝖾́ 𝖿𝖺́𝖼𝗂𝗅 𝖽𝖾𝗌𝖼𝗋𝖾𝗋 𝗇𝗈 𝗏𝖺𝗅𝗈𝗋 𝖽𝗈 𝖼𝗈𝗇𝗁𝖾𝖼𝗂𝗆𝖾𝗇𝗍𝗈. 𝖡𝖺𝗌𝗍𝖺𝗋𝖺́, 𝗌𝗎𝗉𝗈̃𝖾-𝗌𝖾, 𝗌𝖺𝖻𝖾𝗋 𝗊𝗎𝖾 𝖺𝗌 𝖼𝗈𝗂𝗌𝖺𝗌 𝖾𝗑𝗂𝗌𝗍𝖾𝗆 – 𝗊𝗎𝖾, 𝗉𝗈𝗋 𝖾𝗑𝖾𝗆𝗉𝗅𝗈, 𝖾𝗑𝗂𝗌𝗍𝖾 𝖺𝗅𝗀𝗈 𝖼𝗁𝖺𝗆𝖺𝖽𝗈 𝗍𝖾𝗈𝗋𝖾𝗆𝖺 𝖽𝖾 𝖯𝗂𝗍𝖺́𝗀𝗈𝗋𝖺𝗌 – 𝖾 𝗌𝖺𝖻𝖾𝗋 𝗈𝗇𝖽𝖾 𝖾 𝖼𝗈𝗆𝗈 𝗉𝗋𝗈𝖼𝗎𝗋𝖺́-𝗅𝖺𝗌. 𝖲𝗈́ 𝗊𝗎𝖾 𝗂𝗇𝖿𝗈𝗋𝗆𝖺𝖼̧𝖺̃𝗈 𝖾 𝖼𝗈𝗇𝗁𝖾𝖼𝗂𝗆𝖾𝗇𝗍𝗈 𝗌𝖺̃𝗈 𝖼𝗈𝗂𝗌𝖺𝗌 𝗆𝗎𝗂𝗍𝗈 𝖽𝗂𝗌𝗍𝗂𝗇𝗍𝖺𝗌, 𝖾 𝗂𝗇𝖿𝗈𝗋𝗆𝖺𝖼̧𝖺̃𝗈 𝗌𝖾𝗆 𝖼𝗈𝗇𝗁𝖾𝖼𝗂𝗆𝖾𝗇𝗍𝗈 𝖾́ 𝖼𝗈𝗆𝗈 𝗇𝖺𝗏𝖾𝗀𝖺𝖼̧𝖺̃𝗈 𝗌𝖾𝗆 𝖻𝗎́𝗌𝗌𝗈𝗅𝖺.
𝖤 𝗊𝗎𝖺𝗅 𝖾́ 𝖺 𝗂𝗆𝗉𝗈𝗋𝗍𝖺̂𝗇𝖼𝗂𝖺 𝖽𝗂𝗌𝗍𝗈 𝗍𝗎𝖽𝗈? 𝖠𝖻𝗎𝗇𝖽𝖺𝗇𝗍𝖾𝗌 𝖾𝗌𝗍𝗎𝖽𝗈𝗌 𝖾𝗆𝗉𝗂́𝗋𝗂𝖼𝗈𝗌 𝗌𝖾𝖼𝖼𝗂𝗈𝗇𝖺𝗂𝗌 𝗂𝗇𝖽𝗂𝖼𝖺𝗆 𝗊𝗎𝖾 𝖾𝗑𝗂𝗌𝗍𝖾 𝗎𝗆𝖺 𝗋𝖾𝗅𝖺𝖼̧𝖺̃𝗈 𝖿𝗈𝗋𝗍𝖾 𝖾 𝖼𝖺𝗎𝗌𝖺𝗅 𝖾𝗇𝗍𝗋𝖾 𝗈𝗌 𝗋𝖾𝗌𝗎𝗅𝗍𝖺𝖽𝗈𝗌 𝖽𝖾 𝗍𝖾𝗌𝗍𝖾𝗌 𝖼𝗈𝗀𝗇𝗂𝗍𝗂𝗏𝗈𝗌 𝗂𝗇𝗍𝖾𝗋𝗇𝖺𝖼𝗂𝗈𝗇𝖺𝗂𝗌 (𝗍𝗂𝗉𝗈 𝖳𝖨𝖬𝖲𝖲 𝗈𝗎 𝖯𝖨𝖲𝖠) 𝖾 𝗈 𝗋𝖾𝗇𝖽𝗂𝗆𝖾𝗇𝗍𝗈 𝗉𝖾𝗋 𝖼𝖺𝗉𝗂𝗍𝖺: 𝗆𝖾𝗅𝗁𝗈𝗋𝖾𝗌 𝗌𝖼𝗈𝗋𝖾𝗌, 𝗆𝖺𝗂𝗈𝗋 𝖼𝗋𝖾𝗌𝖼𝗂𝗆𝖾𝗇𝗍𝗈 𝖾𝖼𝗈𝗇𝗈́𝗆𝗂𝖼𝗈 𝗇𝖺𝗌 𝖽𝖾́𝖼𝖺𝖽𝖺𝗌 𝗌𝗎𝖻𝗌𝖾𝗊𝗎𝖾𝗇𝗍𝖾𝗌. 𝖤, 𝗂𝗀𝗎𝖺𝗅𝗆𝖾𝗇𝗍𝖾 𝗂𝗆𝗉𝗈𝗋𝗍𝖺𝗇𝗍𝖾, 𝗆𝗈𝗌𝗍𝗋𝖺𝗆, 𝖺𝗂𝗇𝖽𝖺, 𝗊𝗎𝖾 𝖺 𝗋𝖾𝗅𝖾𝗏𝖺̂𝗇𝖼𝗂𝖺 𝖾𝗑𝗉𝗅𝗂𝖼𝖺𝗍𝗂𝗏𝖺 𝖽𝗈𝗌 𝗋𝖾𝗌𝗎𝗅𝗍𝖺𝖽𝗈𝗌 𝗇𝖾𝗌𝗍𝖾𝗌 𝗍𝖾𝗌𝗍𝖾𝗌 𝗌𝗎𝗉𝖾𝗋𝖺 𝖺 𝖽𝗈 𝗇𝗎́𝗆𝖾𝗋𝗈 𝖽𝖾 𝖺𝗇𝗈𝗌 𝖽𝖾 𝖾𝗌𝖼𝗈𝗅𝖺𝗋𝗂𝖽𝖺𝖽𝖾 𝖽𝖺 𝖿𝗈𝗋𝖼̧𝖺 𝖽𝖾 𝗍𝗋𝖺𝖻𝖺𝗅𝗁𝗈. 𝖮𝗎 𝗌𝖾𝗃𝖺, 𝗍𝖾𝗋 𝖺𝗌 𝗀𝖾𝗋𝖺𝖼̧𝗈̃𝖾𝗌 𝗆𝖺𝗂𝗌 𝖾𝖽𝗎𝖼𝖺𝖽𝖺𝗌 𝖽𝖾 𝗌𝖾𝗆𝗉𝗋𝖾 𝗂𝗆𝗉𝗈𝗋𝗍𝖺 𝗆𝖾𝗇𝗈𝗌 𝗉𝖺𝗋𝖺 𝖺 𝗉𝗋𝗈𝗌𝗉𝖾𝗋𝗂𝖽𝖺𝖽𝖾 𝖽𝖺 𝗇𝖺𝖼̧𝖺̃𝗈 𝗌𝖾 𝗇𝖺̃𝗈 𝗌𝗈𝗎𝖻𝖾𝗋𝖾𝗆 𝗇𝖾𝗆 𝖬𝖺𝗍𝖾𝗆𝖺́𝗍𝗂𝖼𝖺 𝗇𝖾𝗆 𝖢𝗂𝖾̂𝗇𝖼𝗂𝖺𝗌.
* Economista, Vice-reitor da Universidade Nova de Lisboa
IN "NASCER DO SOL" - 17/12/24 .
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