BRUNA OLIVEURA LEMOS

 .

A plataforma cai.

Os professores ficam de pé

Milhares de alunos esperam pelos resultados dos exames. A tecnologia prometia simplificar tudo. Quando falhou, aconteceu o costume: chamaram os professores.

𝖳𝗈𝖽𝗈𝗌 𝗈𝗌 𝖺𝗇𝗈𝗌, 𝗆𝗂𝗅𝗁𝖺𝗋𝖾𝗌 𝖽𝖾 𝗉𝗋𝗈𝖿𝖾𝗌𝗌𝗈𝗋𝖾𝗌 𝖼𝗈𝗋𝗋𝗂𝗀𝖾𝗆 𝖾𝗑𝖺𝗆𝖾𝗌 𝗇𝖺𝖼𝗂𝗈𝗇𝖺𝗂𝗌. 𝖤́ 𝗎𝗆 𝗍𝗋𝖺𝖻𝖺𝗅𝗁𝗈 𝗂𝗇𝗏𝗂𝗌ı́𝗏𝖾𝗅, 𝖾𝗑𝗂𝗀𝖾𝗇𝗍𝖾 𝖾 𝖽𝖾𝖼𝗂𝗌𝗂𝗏𝗈. 𝖤𝗌𝗍𝖾 𝖺𝗇𝗈, 𝗉𝗈𝗋𝖾́𝗆, 𝖼𝗈𝗋𝗋𝗂𝗀𝗂𝗋 𝖾𝗑𝖺𝗆𝖾𝗌 𝖽𝖾𝗂𝗑𝗈𝗎 𝖽𝖾 𝗌𝖾𝗋 𝖺𝗉𝖾𝗇𝖺𝗌 𝖼𝗈𝗋𝗋𝗂𝗀𝗂𝗋 𝖾𝗑𝖺𝗆𝖾𝗌.

𝖯𝖺𝗌𝗌𝗈𝗎 𝖺 𝗌𝖾𝗋 𝖼𝗈𝗇𝖿𝗂𝗋𝗆𝖺𝗋 𝗌𝖾 𝖺 𝗉𝗅𝖺𝗍𝖺𝖿𝗈𝗋𝗆𝖺 𝖿𝗎𝗇𝖼𝗂𝗈𝗇𝖺, 𝗌𝖾 𝗍𝗈𝖽𝖺𝗌 𝖺𝗌 𝗉𝖺́𝗀𝗂𝗇𝖺𝗌 𝖺𝗉𝖺𝗋𝖾𝖼𝖾𝗆, 𝗌𝖾 𝗉𝖾𝗋𝗍𝖾𝗇𝖼𝖾𝗆 𝖺̀ 𝗆𝖾𝗌𝗆𝖺 𝗉𝗋𝗈𝗏𝖺 𝗈𝗎 𝗌𝖾 𝖿𝖺𝗅𝗍𝖺 𝗎𝗆𝖺 𝖿𝗈𝗅𝗁𝖺 𝗉𝗈𝗋𝗊𝗎𝖾 𝗈 𝖺𝗅𝗎𝗇𝗈 𝗇𝖺̃𝗈 𝗋𝖾𝗌𝗉𝗈𝗇𝖽𝖾𝗎... 𝗈𝗎 𝗉𝗈𝗋𝗊𝗎𝖾 𝗇𝗎𝗇𝖼𝖺 𝖿𝗈𝗂 𝖽𝗂𝗀𝗂𝗍𝖺𝗅𝗂𝗓𝖺𝖽𝖺. 𝖤𝗇𝗍𝗋𝖺𝗋. 𝖲𝖺𝗂𝗋. 𝖤𝗌𝗉𝖾𝗋𝖺𝗋. 𝖱𝖾𝗉𝗈𝗋𝗍𝖺𝗋 𝖾𝗋𝗋𝗈𝗌. 𝖱𝖾𝖼𝗈𝗆𝖾𝖼̧𝖺𝗋. 𝖳𝗎𝖽𝗈 𝗂𝗌𝗍𝗈 𝖾𝗇𝗊𝗎𝖺𝗇𝗍𝗈 𝗈𝗌 𝗉𝗋𝖺𝗓𝗈𝗌 𝖼𝗈𝗇𝗍𝗂𝗇𝗎𝖺𝗆 𝖺 𝖼𝗈𝗇𝗍𝖺𝗋.

𝖠 𝖽𝗂𝗀𝗂𝗍𝖺𝗅𝗂𝗓𝖺𝖼̧𝖺̃𝗈 𝗉𝗋𝗈𝗆𝖾𝗍𝗂𝖺 𝗋𝖺𝗉𝗂𝖽𝖾𝗓, 𝗍𝗋𝖺𝗇𝗌𝗉𝖺𝗋𝖾̂𝗇𝖼𝗂𝖺 𝖾 𝖾𝖿𝗂𝖼𝗂𝖾̂𝗇𝖼𝗂𝖺. 𝖭𝗂𝗇𝗀𝗎𝖾́𝗆 𝖾𝗌𝗉𝖾𝗋𝖺𝗏𝖺 𝗆𝗂𝗅𝖺𝗀𝗋𝖾𝗌, 𝗆𝖺𝗌 𝖾𝗌𝗉𝖾𝗋𝖺𝗏𝖺-𝗌𝖾 𝗊𝗎𝖾, 𝗉𝖾𝗅𝗈 𝗆𝖾𝗇𝗈𝗌, 𝖺𝗌 𝗉𝗋𝗈𝗏𝖺𝗌 𝖼𝗁𝖾𝗀𝖺𝗌𝗌𝖾𝗆 𝖼𝗈𝗆𝗉𝗅𝖾𝗍𝖺𝗌, 𝗅𝖾𝗀ı́𝗏𝖾𝗂𝗌 𝖾 𝖼𝗈𝗋𝗋𝖾𝗍𝖺𝗆𝖾𝗇𝗍𝖾 𝖺𝗌𝗌𝗈𝖼𝗂𝖺𝖽𝖺𝗌 𝖺 𝖼𝖺𝖽𝖺 𝖺𝗅𝗎𝗇𝗈. 𝖮 𝗆ı́𝗇𝗂𝗆𝗈.

𝖤𝗇𝗍𝗋𝖾𝗍𝖺𝗇𝗍𝗈, 𝗆𝗂𝗅𝗁𝖺𝗋𝖾𝗌 𝖽𝖾 𝖺𝗅𝗎𝗇𝗈𝗌 𝖾 𝖿𝖺𝗆ı́𝗅𝗂𝖺𝗌 𝖾𝗌𝗉𝖾𝗋𝖺𝗆 𝗉𝖾𝗅𝖺𝗌 𝖼𝗅𝖺𝗌𝗌𝗂𝖿𝗂𝖼𝖺𝖼̧𝗈̃𝖾𝗌 𝗉𝖺𝗋𝖺 𝖽𝖾𝖼𝗂𝖽𝗂𝗋 𝗋𝖾𝖺𝗉𝗋𝖾𝖼𝗂𝖺𝖼̧𝗈̃𝖾𝗌, 𝗌𝖾𝗀𝗎𝗇𝖽𝖺 𝖿𝖺𝗌𝖾 𝖾 𝖼𝖺𝗇𝖽𝗂𝖽𝖺𝗍𝗎𝗋𝖺𝗌 𝖺𝗈 𝖾𝗇𝗌𝗂𝗇𝗈 𝗌𝗎𝗉𝖾𝗋𝗂𝗈𝗋. 𝖣𝗂𝗓𝖾𝗋 𝗊𝗎𝖾 "𝗇𝗂𝗇𝗀𝗎𝖾́𝗆 𝗌𝖾𝗋𝖺́ 𝗉𝗋𝖾𝗃𝗎𝖽𝗂𝖼𝖺𝖽𝗈" 𝖿𝗂𝖼𝖺 𝖻𝖾𝗆 𝗇𝗎𝗆 𝖼𝗈𝗆𝗎𝗇𝗂𝖼𝖺𝖽𝗈. 𝖬𝖺𝗌 𝖺 𝗏𝗂𝖽𝖺 𝗋𝖾𝖺𝗅 𝗇𝖺̃𝗈 𝖼𝖺𝖻𝖾 𝗇𝗎𝗆 𝖼𝗈𝗆𝗎𝗇𝗂𝖼𝖺𝖽𝗈. 𝖧𝖺́ 𝖿𝖾́𝗋𝗂𝖺𝗌, 𝗍𝗋𝖺𝖻𝖺𝗅𝗁𝗈 𝖾 𝖽𝖾𝖼𝗂𝗌𝗈̃𝖾𝗌 𝖿𝖺𝗆𝗂𝗅𝗂𝖺𝗋𝖾𝗌 𝗌𝗎𝗌𝗉𝖾𝗇𝗌𝖺𝗌 𝖺̀ 𝖾𝗌𝗉𝖾𝗋𝖺 𝖽𝖾 𝗎𝗆 𝗋𝖾𝗌𝗎𝗅𝗍𝖺𝖽𝗈.

𝖴𝗆𝖺 𝗉𝗅𝖺𝗍𝖺𝖿𝗈𝗋𝗆𝖺 𝗇𝖺̃𝗈 𝖿𝖺𝗅𝗁𝖺 𝗌𝗈𝗓𝗂𝗇𝗁𝖺. 𝖠𝗅𝗀𝗎𝖾́𝗆 𝖺 𝖾𝗌𝖼𝗈𝗅𝗁𝖾𝗎, 𝖺𝗅𝗀𝗎𝖾́𝗆 𝖺 𝖼𝗈𝗇𝗍𝗋𝖺𝗍𝗈𝗎 𝖾 𝖺𝗅𝗀𝗎𝖾́𝗆 𝗀𝖺𝗋𝖺𝗇𝗍𝗂𝗎 𝗊𝗎𝖾 𝖾𝗌𝗍𝖺𝗏𝖺 𝗉𝗋𝖾𝗉𝖺𝗋𝖺𝖽𝖺. 𝖰𝗎𝖺𝗇𝖽𝗈 𝗎𝗆 𝗉𝗋𝗈𝖼𝖾𝗌𝗌𝗈 𝖽𝖾𝗌𝗍𝖺 𝖽𝗂𝗆𝖾𝗇𝗌𝖺̃𝗈 𝖼𝗈𝗋𝗋𝖾 𝗆𝖺𝗅, 𝖾́ 𝗅𝖾𝗀ı́𝗍𝗂𝗆𝗈 𝗉𝖾𝗋𝗀𝗎𝗇𝗍𝖺𝗋 𝗊𝗎𝖾𝗆 𝖺𝗌𝗌𝗎𝗆𝖾 𝖺 𝗋𝖾𝗌𝗉𝗈𝗇𝗌𝖺𝖻𝗂𝗅𝗂𝖽𝖺𝖽𝖾. 𝖠 𝗍𝖾𝖼𝗇𝗈𝗅𝗈𝗀𝗂𝖺 (𝖺𝗂𝗇𝖽𝖺) 𝗇𝖺̃𝗈 𝗍𝗈𝗆𝖺 𝖽𝖾𝖼𝗂𝗌𝗈̃𝖾𝗌.

𝖯𝗈𝗋𝖾́𝗆, 𝗊𝗎𝖺𝗇𝖽𝗈 𝗍𝗎𝖽𝗈 𝖿𝖺𝗅𝗁𝖺, 𝖺 𝗋𝖾𝗌𝗉𝗈𝗌𝗍𝖺 𝖼𝗈𝗇𝗍𝗂𝗇𝗎𝖺 𝖺 𝗌𝖾𝗋 𝖺 𝗆𝖾𝗌𝗆𝖺: 𝗈𝗌 𝗉𝗋𝗈𝖿𝖾𝗌𝗌𝗈𝗋𝖾𝗌.

𝖲𝖺̃𝗈 𝖾𝗅𝖾𝗌 𝗊𝗎𝖾 𝖺𝖻𝗌𝗈𝗋𝗏𝖾𝗆 𝗈𝗌 𝖺𝗍𝗋𝖺𝗌𝗈𝗌, 𝖼𝗈𝗇𝗍𝗈𝗋𝗇𝖺𝗆 𝗈𝗌 𝗉𝗋𝗈𝖻𝗅𝖾𝗆𝖺𝗌 𝗍𝖾́𝖼𝗇𝗂𝖼𝗈𝗌 𝖾 𝗀𝖺𝗋𝖺𝗇𝗍𝖾𝗆 𝗊𝗎𝖾 𝗈 𝗉𝗋𝗈𝖼𝖾𝗌𝗌𝗈 𝗌𝖾𝗀𝗎𝖾 𝖾𝗆 𝖿𝗋𝖾𝗇𝗍𝖾. 𝖥𝖺𝗓𝖾𝗆-𝗇𝗈 𝗉𝗈𝗋𝗊𝗎𝖾 𝗌𝖺𝖻𝖾𝗆 𝗊𝗎𝖾, 𝖽𝗈 𝗈𝗎𝗍𝗋𝗈 𝗅𝖺𝖽𝗈, 𝗁𝖺́ 𝖺𝗅𝗎𝗇𝗈𝗌 𝖼𝗎𝗃𝗈 𝖿𝗎𝗍𝗎𝗋𝗈 𝗉𝗈𝖽𝖾 𝖽𝖾𝗉𝖾𝗇𝖽𝖾𝗋 𝖽𝖾 𝗎𝗆𝖺 𝖽𝖾́𝖼𝗂𝗆𝖺.

𝖤́ 𝖺𝗊𝗎𝗂 𝗊𝗎𝖾 𝗈 𝖼𝗈𝗇𝗍𝗋𝖺𝗌𝗍𝖾 𝗌𝖾 𝗍𝗈𝗋𝗇𝖺 𝖽𝗂𝖿ı́𝖼𝗂𝗅 𝖽𝖾 𝖺𝖼𝖾𝗂𝗍𝖺𝗋. 𝖮 𝖤𝗌𝗍𝖺𝖽𝗈 𝗂𝗇𝗏𝖾𝗌𝗍𝗂𝗎 𝗆𝖺𝗂𝗌 𝖽𝖾 𝟩,𝟣 𝗆𝗂𝗅𝗁𝗈̃𝖾𝗌 𝖽𝖾 𝖾𝗎𝗋𝗈𝗌 𝗇𝖺 𝖽𝗂𝗀𝗂𝗍𝖺𝗅𝗂𝗓𝖺𝖼̧𝖺̃𝗈 𝖾 𝖽𝖾𝗌𝗆𝖺𝗍𝖾𝗋𝗂𝖺𝗅𝗂𝗓𝖺𝖼̧𝖺̃𝗈 𝖽𝗈𝗌 𝖾𝗑𝖺𝗆𝖾𝗌 𝗇𝖺𝖼𝗂𝗈𝗇𝖺𝗂𝗌. 𝖠𝗉𝗈𝗌𝗍𝗈𝗎 𝗇𝗎𝗆𝖺 𝗉𝗅𝖺𝗍𝖺𝖿𝗈𝗋𝗆𝖺 𝗉𝖺𝗋𝖺 𝗍𝗈𝗋𝗇𝖺𝗋 𝗈 𝗉𝗋𝗈𝖼𝖾𝗌𝗌𝗈 𝗆𝖺𝗂𝗌 𝗋𝖺́𝗉𝗂𝖽𝗈, 𝗆𝖺𝗂𝗌 𝖾𝖿𝗂𝖼𝗂𝖾𝗇𝗍𝖾 𝖾 𝗆𝖺𝗂𝗌 𝖿𝗂𝖺́𝗏𝖾𝗅. 𝖰𝗎𝖺𝗇𝖽𝗈 𝖼𝗁𝖾𝗀𝗈𝗎 𝗈 𝗆𝗈𝗆𝖾𝗇𝗍𝗈 𝖽𝖾𝖼𝗂𝗌𝗂𝗏𝗈, 𝖺 𝗉𝗅𝖺𝗍𝖺𝖿𝗈𝗋𝗆𝖺 𝖿𝖺𝗅𝗁𝗈𝗎.

𝖩𝖺́ 𝗈𝗌 𝗉𝗋𝗈𝖿𝖾𝗌𝗌𝗈𝗋𝖾𝗌 𝗊𝗎𝖾 𝖼𝗅𝖺𝗌𝗌𝗂𝖿𝗂𝖼𝖺𝗆 𝗈𝗌 𝖾𝗑𝖺𝗆𝖾𝗌 𝖼𝗈𝗇𝗍𝗂𝗇𝗎𝖺𝗆 𝗌𝖾𝗆 𝗊𝗎𝖺𝗅𝗊𝗎𝖾𝗋 𝗋𝖾𝗆𝗎𝗇𝖾𝗋𝖺𝖼̧𝖺̃𝗈 𝖾𝗌𝗉𝖾𝖼ı́𝖿𝗂𝖼𝖺 𝗉𝗈𝗋 𝖾𝗌𝗌𝖾 𝗍𝗋𝖺𝖻𝖺𝗅𝗁𝗈. 𝖲𝖺̃𝗈 𝖾𝗅𝖾𝗌 𝗊𝗎𝖾, 𝖾𝗆 𝗉𝗈𝗎𝖼𝖺𝗌 𝗌𝖾𝗆𝖺𝗇𝖺𝗌, 𝖺𝗌𝗌𝗎𝗆𝖾𝗆 𝗎𝗆𝖺 𝖼𝖺𝗋𝗀𝖺 𝖽𝖾 𝗍𝗋𝖺𝖻𝖺𝗅𝗁𝗈 𝖾𝗑𝗍𝗋𝖺𝗈𝗋𝖽𝗂𝗇𝖺́𝗋𝗂𝖺 𝖾 𝖺 𝗋𝖾𝗌𝗉𝗈𝗇𝗌𝖺𝖻𝗂𝗅𝗂𝖽𝖺𝖽𝖾 𝖽𝖾 𝗀𝖺𝗋𝖺𝗇𝗍𝗂𝗋 𝖼𝗅𝖺𝗌𝗌𝗂𝖿𝗂𝖼𝖺𝖼̧𝗈̃𝖾𝗌 𝗋𝗂𝗀𝗈𝗋𝗈𝗌𝖺𝗌, 𝖽𝖺𝗌 𝗊𝗎𝖺𝗂𝗌 𝖽𝖾𝗉𝖾𝗇𝖽𝖾 𝗈 𝖿𝗎𝗍𝗎𝗋𝗈 𝖺𝖼𝖺𝖽𝖾́𝗆𝗂𝖼𝗈 𝖽𝖾 𝗆𝗂𝗅𝗁𝖺𝗋𝖾𝗌 𝖽𝖾 𝖺𝗅𝗎𝗇𝗈𝗌.

𝖯𝖺𝗋𝖾𝖼𝖾 𝗊𝗎𝖾 𝗁𝖺́ 𝗌𝖾𝗆𝗉𝗋𝖾 𝖽𝗂𝗇𝗁𝖾𝗂𝗋𝗈 𝗉𝖺𝗋𝖺 𝖼𝗈𝗇𝗍𝗋𝖺𝗍𝖺𝗋 𝗍𝖾𝖼𝗇𝗈𝗅𝗈𝗀𝗂𝖺, 𝗆𝖺𝗌 𝗉𝖺𝗋𝖺 𝗋𝖾𝖼𝗈𝗇𝗁𝖾𝖼𝖾𝗋 𝗈 𝗍𝗋𝖺𝖻𝖺𝗅𝗁𝗈 𝖽𝖾 𝗊𝗎𝖾𝗆 𝗀𝖺𝗋𝖺𝗇𝗍𝖾 𝖺 𝖼𝗋𝖾𝖽𝗂𝖻𝗂𝗅𝗂𝖽𝖺𝖽𝖾 𝖽𝗈 𝗌𝗂𝗌𝗍𝖾𝗆𝖺, 𝖼𝗈𝗇𝗍𝗂𝗇𝗎𝖺 𝖺 𝗇𝖺̃𝗈 𝗁𝖺𝗏𝖾𝗋. 𝖳𝖺𝗅𝗏𝖾𝗓 𝗉𝗈𝗋𝗊𝗎𝖾 𝗌𝖾 𝗉𝖺𝗋𝗍𝖾 𝖽𝗈 𝗉𝗋𝗂𝗇𝖼ı́𝗉𝗂𝗈 𝖽𝖾 𝗊𝗎𝖾, 𝖺𝖼𝗈𝗇𝗍𝖾𝖼̧𝖺 𝗈 𝗊𝗎𝖾 𝖺𝖼𝗈𝗇𝗍𝖾𝖼𝖾𝗋, 𝗈𝗌 𝗉𝗋𝗈𝖿𝖾𝗌𝗌𝗈𝗋𝖾𝗌 𝖺𝖼𝖺𝖻𝖺𝗋𝖺̃𝗈 𝗌𝖾𝗆𝗉𝗋𝖾 𝗉𝗈𝗋 𝗋𝖾𝗌𝗈𝗅𝗏𝖾𝗋 𝗈 𝗉𝗋𝗈𝖻𝗅𝖾𝗆𝖺.

𝖣𝖾𝗉𝗈𝗂𝗌 𝖺𝗂𝗇𝖽𝖺 𝗌𝖾 𝗉𝖾𝗋𝗀𝗎𝗇𝗍𝖺 𝗉𝗈𝗋 𝗊𝗎𝖾 𝗋𝖺𝗓𝖺̃𝗈 𝖿𝖺𝗅𝗍𝖺𝗆 𝗉𝗋𝗈𝖿𝖾𝗌𝗌𝗈𝗋𝖾𝗌.

𝖬𝗎𝗅𝗍𝗂𝗉𝗅𝗂𝖼𝖺𝗆-𝗌𝖾 𝗉𝗅𝖺𝗇𝗈𝗌 𝖽𝖾 𝖾𝗆𝖾𝗋𝗀𝖾̂𝗇𝖼𝗂𝖺, 𝖼𝗈𝗇𝖼𝗎𝗋𝗌𝗈𝗌 𝖾𝗑𝗍𝗋𝖺𝗈𝗋𝖽𝗂𝗇𝖺́𝗋𝗂𝗈𝗌 𝖾 𝗆𝖾𝖽𝗂𝖽𝖺𝗌 𝗉𝖺𝗋𝖺 𝖺𝗍𝗋𝖺𝗂𝗋 𝗇𝗈𝗏𝗈𝗌 𝖽𝗈𝖼𝖾𝗇𝗍𝖾𝗌 (𝖾 𝗇𝖺̃𝗈 𝖽𝗈𝖼𝖾𝗇𝗍𝖾𝗌). 𝖢𝗈𝗇𝗍𝗂𝗇𝗎𝖺 𝗉𝗈𝗋 𝗂𝗇𝗏𝖾𝗇𝗍𝖺𝗋 𝗎𝗆𝖺 𝖿𝗈𝗋𝗆𝖺 𝖽𝖾 𝗈𝗌 𝖿𝖺𝗓𝖾𝗋 𝗊𝗎𝖾𝗋𝖾𝗋 𝖿𝗂𝖼𝖺𝗋.

𝖭𝖺𝖽𝖺 𝗍𝖾𝗇𝗁𝗈 𝖼𝗈𝗇𝗍𝗋𝖺 𝖺 𝗍𝖾𝖼𝗇𝗈𝗅𝗈𝗀𝗂𝖺. 𝖳𝖾𝗇𝗁𝗈 𝖼𝗈𝗇𝗍𝗋𝖺 𝖺 𝗂𝗅𝗎𝗌𝖺̃𝗈 𝖽𝖾 𝗊𝗎𝖾 𝖻𝖺𝗌𝗍𝖺 𝗆𝗎𝖽𝖺𝗋 𝗎𝗆𝖺 𝗉𝗅𝖺𝗍𝖺𝖿𝗈𝗋𝗆𝖺 𝗉𝖺𝗋𝖺 𝗆𝗈𝖽𝖾𝗋𝗇𝗂𝗓𝖺𝗋 𝖺 𝖾𝗌𝖼𝗈𝗅𝖺. 𝖠 𝗏𝖾𝗋𝖽𝖺𝖽𝖾𝗂𝗋𝖺 𝗂𝗇𝗈𝗏𝖺𝖼̧𝖺̃𝗈 𝗇𝖺̃𝗈 𝖾𝗌𝗍𝖺́ 𝗇𝗈 𝗌𝗈𝖿𝗍𝗐𝖺𝗋𝖾; 𝖾𝗌𝗍𝖺́ 𝗇𝖺 𝖼𝖺𝗉𝖺𝖼𝗂𝖽𝖺𝖽𝖾 𝖽𝖾 𝗆𝖾𝗅𝗁𝗈𝗋𝖺𝗋 𝖺 𝗏𝗂𝖽𝖺 𝖽𝖾 𝗊𝗎𝖾𝗆 𝖺𝗉𝗋𝖾𝗇𝖽𝖾, 𝖽𝖾 𝗊𝗎𝖾𝗆 𝖾𝗇𝗌𝗂𝗇𝖺 𝖾 𝖽𝖾 𝗊𝗎𝖾𝗆 𝖿𝖺𝗓 𝖺 𝖾𝗌𝖼𝗈𝗅𝖺 𝖺𝖼𝗈𝗇𝗍𝖾𝖼𝖾𝗋 𝗍𝗈𝖽𝗈𝗌 𝗈𝗌 𝖽𝗂𝖺𝗌.

𝖠 𝖾𝗌𝖼𝗈𝗅𝖺 𝗉𝗎́𝖻𝗅𝗂𝖼𝖺 𝗇𝖺̃𝗈 𝗉𝗋𝖾𝖼𝗂𝗌𝖺 𝖽𝖾 𝗆𝖺𝗂𝗌 𝖼𝗈𝗌𝗆𝖾́𝗍𝗂𝖼𝖺 𝖽𝗂𝗀𝗂𝗍𝖺𝗅, 𝗆𝖺𝗌 𝖽𝖾 𝗂𝗇𝗏𝖾𝗌𝗍𝗂𝗆𝖾𝗇𝗍𝗈 𝖼𝗈𝗇𝗌𝗂𝗌𝗍𝖾𝗇𝗍𝖾, 𝖾𝗌𝗍𝖺𝖻𝗂𝗅𝗂𝖽𝖺𝖽𝖾 𝖾 𝗋𝖾𝗌𝗉𝖾𝗂𝗍𝗈 𝗉𝗈𝗋 𝗊𝗎𝖾𝗆 𝖺 𝗆𝖺𝗇𝗍𝖾́𝗆 𝖽𝖾 𝗉𝖾́. 𝖯𝗋𝖾𝖼𝗂𝗌𝖺 𝖽𝖾 𝗉𝗋𝗈𝖿𝖾𝗌𝗌𝗈𝗋𝖾𝗌 𝗏𝖺𝗅𝗈𝗋𝗂𝗓𝖺𝖽𝗈𝗌, 𝗇𝖺̃𝗈 𝖺𝗉𝖾𝗇𝖺𝗌 𝖼𝗈𝗇𝗏𝗈𝖼𝖺𝖽𝗈𝗌 𝗊𝗎𝖺𝗇𝖽𝗈 𝗈 𝗍𝗎𝖽𝗈 𝖿𝖺𝗅𝗁𝖺.

𝖴𝗆𝖺 𝗉𝗅𝖺𝗍𝖺𝖿𝗈𝗋𝗆𝖺 𝗉𝗈𝖽𝖾 𝖻𝗅𝗈𝗊𝗎𝖾𝖺𝗋 𝖽𝗎𝗋𝖺𝗇𝗍𝖾 𝗎𝗆𝖺𝗌 𝗁𝗈𝗋𝖺𝗌, 𝗆𝖺𝗌 𝗎𝗆𝖺 𝖾𝗌𝖼𝗈𝗅𝖺 𝗌𝖾𝗆 𝗉𝗋𝗈𝖿𝖾𝗌𝗌𝗈𝗋𝖾𝗌 𝗉𝗈𝖽𝖾 𝖻𝗅𝗈𝗊𝗎𝖾𝖺𝗋 𝖽𝗎𝗋𝖺𝗇𝗍𝖾 𝗎𝗆𝖺 𝗀𝖾𝗋𝖺𝖼̧𝖺̃𝗈 𝗂𝗇𝗍𝖾𝗂𝗋𝖺.

* Natural de Guimarães. Professora de português.

IN "ESQUERDA" 09/07/26 .