299 – A Universidade Nova não morreu!

Clique na auréola para visualizar melhor o milagre do neomarketing (ou seria naomarketing?)…

Menandro Ramos

Recebi, ontem, um estranho e-mail de um tal Lázaro, com aparentemente uma única frase: “Marcos Palácios,  pelo menos, é bilíngue!”

Depois vi que tinha mais coisa escrita em inglês. No início não dei muita bola. Imaginei ser um spam, do tipo UCE (do inglês Unsolicited Commercial E-mail), vindo dos States. Depois que comecei a ponderar criticamente sobre o governo Obama – O Senhor do Mundo, segundo o Saci – não me espanta que receba mensagens carinhosas da ala do fundamentalismo ianque.

Já ia deletá-lo quando o Saci alucinado gritou:

Nãããããããããão, chefia!!! É da UNINOVA!

Brequei o mouse a tempo. A sala ficou impregnada do cheiro da borracha queimada. Foi boa a advertência do Saci. Pela tradução chinfrim que fizemos, cinco coisas ficaram evidentes:

1. A Universidade Nova não morreu;

2. A comunicação entre os pares da Uninova é em inglês, pois noblesse oblige;

3. O bilinguismo é a única concessão feita para contrapontos à UNINOVA;

4. A Última Flor do Lácio, na verdade, é uma corruptela do Latim, língua oficial do Império Romano;

5. Cada vez mais, torna-se perigoso conhecer.


 Marcos Palácios,  pelo menos, é bilíngue !


From: Marcos Palacios

Sent: Monday, May 09, 2011 2:15 PM

To: Naomar Almeida Filho

Cc: congrega-ihac@googlegroups.com ; universidadenova-l@listas.ufba.br

Subject: Re: [Universidadenova-l][Congregação IHAC] Dangerous Knowledge


 Duas coisas: 

a)  parece-me que se trata apenas de reformas de caráter administrativo-financeiros, sem qualquer referência a modelos e reformas curriculares, sejam as introduzidas nos últimos anos (Bologna et alii), ou quaisquer outras que venham a ser produzidas pelo novo modelo administrativo;

b) além disso, não me anima muito emular um modelo que flexibiliza tudo (” internal university structures largely free to be shaped as the local leadership wishes”), inclusive os contratos de trabalho dos docentes:

 ” In Austria the change means that new teaching staff no

longer have civil service status, but are treated as employees with time-limited contracts; full professors can be granted exceptional status equivalent to permanent tenure. “

As Uni-esquinas brasileiras usam um modelo semelhante de contratação: 90% de “time-limited contracts” contra 10% de “estáveis”, servindo de capatazes para os “governing boards and a strong rectorate”.

“Marketization”, como a inclinação do modelo está sendo batizada no UK, parece-me de fato um termo mais adequado do que “Autonomy” para essa situação…


marcos palacios

2011/5/9 Naomar Almeida Filho <naomaralmeida@gmail.com>

Ainda do texto de Mitchel Ash, sobre o conceito de autonomia:

‘Autonomy’. As was just pointed out, legal autonomy is not the same as ‘privatisation’, but in public debate under the rubric of ‘Americanisation’ the linkage of ‘autonomy’ with ‘privatisation’ seems obvious on the surface. In this discursive framework, ‘autonomy’ appears to have become a code word for the delivery of higher education into the tender hands — or rather the gaping maw — of the market. In such polemics, the word is often coupled with ‘privatisation’ to hammer the point home. (In Britain, perhaps due to the different legal status of universities  there, the preferred term is ‘marketization’ (Lawn, 2001; Wright, 2004). Ironically, opponents of reform in Germany and Austria also use the word ‘autonomy,’ but in this case they are referring nostalgically to the supposedly golden days when they were left alone to do as they wished — with the help of friends in the Ministry, of course! For observers coming from other political cultures, it appears paradoxical in the extreme to use the term ‘autonomy’ to describe a situation in which such ‘autonomy’ was in fact guaranteed by the State and therefore implied, both in law  and in practice, actual dependence upon ministerial bureaucracies.

Não estamos sós frente aos problemas da Universidade! Continuamos franco-germânicos. Cabanísticos-humboldtianos e nem sentimos nada…


2011/5/9 Naomar Almeida Filho <naomaralmeida@gmail.com>

Do texto do Ash, que distribuí, vejam a situação recente na Áustria, onde a reforma universitária foi levada a sério:

The University Law of 2002 releases all universities from their previous status as subordinate organs of the state declares them to be ‘corporations at public law’ (Universitätsgesetz, 2002).

German universities also have this legal status in principle, but remain subject to the federal states in fact. In Austria the change means that new teaching staff no longer have civil service status, but are treated as employees with time-limited contracts; full professors can be granted exceptional status equivalent to permanent tenure. The law also mandates fundamentally new legal and institutional arrangements at the top of the system, including governing boards and a strong rectorate, but leaves internal university structures largely free to be shaped as the  local leadership wishes. For the first time, the possibility has emerged of a situation in which serious developmental planning can take place, funding and positions can be redistributed among university faculties, and there are clear winners and losers. This appears to be rather like the situation in American state-supported universities on the surface. However, decoupling from civil service affiliation does not equal privatisation! In fact, state influence, even predominance, continues in practice, for at least two reasons: because representatives selected by the Ministry of Education sit in significant numbers on all university Advisory Boards (in the case of the University of Vienna, by far the largest Austrian university, the number is four out of nine); and because direct state contributions still account for most of the budget (the figure at present is 80%) — however flexibly that budget can now be administered.

Para continuarmos a refletir.


2011/5/9 Luiz Alberto Luz de Almeida <lalberto2008@gmail.com>

Dear Naomar and Colleagues,

Fortunately, I have to admit the open and free discussion about the many hypotheses involving our project is the worse thing we can do. Certainly, I was one of the protagonists in this line of discussion, mostly due to the quasi-unbiased tradition in the realm of exact sciences. My perspective is now completely different; mostly due to facing many chronic and hard to solve personal problems, at least when employing logic and rational approaches, even considering emotional aspects. In a highly complex political scenario, the search for efficiency and practical results using a direct path it is not feasible. People and groups have deeply embedded beliefs and self-interests which should be treated with extreme care. To find a pathway which leads to the success in this complex behavioral system,  it requires a highly sophisticated political metaheuristic. First of all, we have here to be united in “heart and soul” to defend what we believe. Second, the occurrence of strategic internal discussions would be quite interesting to trace a course of actions according to the corresponding metaheuristic. Finally, if any unpleasant and political-destructive conversations are impossible to avoid, they should be carried on behind closed doors, for the sake of everyone.

So, the consequence of what I have said so far is that there will be no more emails from me to this list, and I am glad of that.

Best regards,

Luiz Alberto


2011/5/8 Naomar Almeida Filho <naomaralmeida@gmail.com>:

Dear Colleagues
I saw the documentary. Many thanks to Luiz Alberto for sharing it.

Following upon his proposed platform of analysis for the IHAC fate, I should add that a quite pragmatic perspective must be taken in parallel. We have to consider a permanent calculation of chances of success vs failure in our moves towards the consolidation of the innovative elements of our endeavor. In this route, as Luiz Alberto has emphasized, our political action internal to the old UFBA has to be made very carefully and, whenever possible, weighing all alternatives and consequences. Each and every crack or breach in our discourse can make it ineffective. Many times, the political and ideological diversity that is healthy (in sociological terms) for our inner dynamics as an institution of knowledge may become a negative handicap in facing the forces contrary to the innovation of the old system. Two  examples: 1) the overcriticism to a public policy such as the REUNI – which is not a perfect, fully democratic, highly efficient, reliable policy etc. etc., coming from within the academic unit that exists only because of its inception, surely provide our UFBA opponents with the best arsenal to tackle us down, together with their original target (FMI, Lula/Dilma, Haddad etc.); 2) our less-than-competent reaction (or inaction) to the mass media campaign against the BIs, opens a major flank or even a greater risk: that the middle & upper class that has dominated the university succeeds in imposing their limited individualistic, self-centered perspective.

Just a few points for thinking over…

PS. the student participation in the IHAC Research Seminar and, later on, in the IHACrítico makes me much more optimistic than a month or month before

2011/5/7 Luiz Alberto Luz de Almeida <lalberto2008@gmail.com>

We should be very carefully in treating our own ideas here in IHAC. As society and the whole hierarchy of sub-social groups within others are self-similar (or fractal), we may be reproducing the same intolerant behavior against news point of view emerging locally. It seems, our IHAC has reached a particular point in a series of orderly (or disorderly) progression as a strange sub-organism inside another organism called UFBA, which is also part of a much lager higher-order organism. Many phenomena we observe are in brutally opposition to our common sense. So, I suggest viewing the following documentary to help fight against what was involuntarily embedded in our traditional mindset and keep our minds wide open, avoiding premature convergence to the old same way of thinking.

 BBC-Dangerous Knowledge (Part 1-10)


7 Respostas to “299 – A Universidade Nova não morreu!”

  1. Menandro Ramos Says:

    O Saci conseguiu apurar que, cerca de três semanas atrás, um certo vate da UniNova deu na telha de “ressuscitar” a esquecida lista da Universidade Nova, propondo aos seus participantes utilizá-la na retomada da discussão sobre o novo modelo de ensino superior (IHAC/BI) e explicou que estava reiniciando a campanha de divulgação do modelo que ele havia feito entre 2006 e 2008 (já que o Brasil inteiro não aderiu ao mesmo, mas apenas algumas federais de menor prestígio).

    E de fato, ele já começou uma peregrinação pelas “grandes” IES, fazendo palestras, publicando artigos (quem tem prestígio publica – quem não tem critica!), em suma, dando início a uma nova Cruzada em defesa do modelito College + Bologna, que ele tanto adora. A partir de então a lista da universidadenova tem sido espaço de qualificados diálogos sobre o tema, sempre vindos de adeptos e admiradores da causa, só que na língua de Sheakespeare.

    A resistência à mudança, com fonte no You Tube, parece que foi o estopim para o sofisticado diálogo…

  2. osaciperere Says:

    Recebi por e-mail:

    Senhor Moderador,

    Sei, por princípios ditatoriais que V. Exmª (Desculpe, mas esse é o tratamento para dirigentes do seu porte, pelo menos imagina) que os cultos professores dessa IFES demonstram os seus saberes e condição elitista com exibição de domínio outros idiomas.

    Apesar de ter galgado todos os títulos que a academia me deu oportunidade, não tive tempo de me dedicar ao idioma de Obama. Tampouco, ao de Osama.

    Prendo-me aos ensinamentos do Morubixaba Taparica, Gupeva, Tibiriça e outros principais, dizimados pelos colonizadores.
    Logo, se possível, mande-me mensagens em nheengatu, ou pelo menos, em Tupi. Entenderei melhor o que queres dizer.
    Lembre-se não tem Tupi-Guarani.

    É isso, por favor senhor censor, mesmo que VEmxª não deixe passar o meu pedido o Saci vai ter conhecimento.

    Prof. Everaldo Queiroz

    Universidade Federal da Bahia – http://www.portal.ufba.br

  3. Altino Says:

    posições como a tua me fazem acreditar que ainda há esperanças!!
    para reforçar tua posição veja isso:

    75 mil bolsas de estudo nos EUA?
    A Tarde de hoje (caderno 2, pg 3) noticia que a presidenta Dilma anunciou 75 mil bolsas de estudo nos EUA.
    Algumas questões impertinentes:
    – Por que só nos EUA? Algo especial para justificar esse MONOPOLIO EDUCATIVO?
    – Algum acordo bilateral especial que não foi discutido com a sociedade, com as universidades?
    – em que pretendem “especializar”/domesticar” the brazilian student?
    – Quanto de grana o país vai repassar para os EUA através dessas bolsas? Será algum acordo para diminuir o déficit de trilhões de dólares do xerife do mundo?
    MAIS PREOCUPANTE: a noticia informa da presença do ex-reitor da UFBA no evento com a presidenta após seu retorno de Michigan……
    Leiam, leiammmmmmmmmmmmmmm…..

  4. osaciperere Says:

    Oui, Monsieur Ex-Magnifique!
    Nous parlons aussi français. C’était peut-être préférable de dire «rayé» passablement …


    From: Naomar Almeida Filho
    Sent: Sunday, May 15, 2011 1:20 AM
    To: equeiroz@ufba.br ; Luiz Alberto Luz de Almeida;
    Subject: Re: [Universidadenova-l] Mensagens em Tupi – Conselho Superior da CAPES


    Por uma enorme coincidência, nosso Cinemário sobre Bases Epistemológicas da Pesquisa recentemente teve em tela, no ISC e no IHAC, o filme Blaise Pascal, dirigido pelo grande Roberto Rosselini.

    Ontem, fizemos a leitura dramática de uma peça de Jean-Claude Brisville, “O encontro de Descartes com o jovem Pascal”, inspirada num opúsculo escrito anonimamente (por receio da repressão jesuítica) por Pascal em defesa do janseniano Arnauld, expulso da Sorbonne por suas idéias consideradas heréticas. Para ocultar sua autoria, com medo da perseguição da Inquisição francesa, Pascal pôs seu nome no título do folheto “l’Entretien de M. Pascal avec Monsieur de Saci sur Épictète et Montaigne”! Achei genial essa história toda.

    E hoje aparece essa engraçada questão linguística.
    Cada vez mais o universo ideológico me parece sincronizado (tá vendo, meu amigo Luiz Alberto? Sync!)

    Agora vou dormir.
    PS. O libelo pascaliano é imperdível, delicioso comentário crítico da nascente ciência política de Montaigne. Pra quem ficou curioso, tem original na internet e uma boa tradução em português lusitano. Google it!

    2011/5/15 Naomar Almeida Filho

    Chers amis,
    A propos de tout cela, la conduite ordinaire de M. de Saci, en entretenant les gens, était de proportionner ses entretiens à ceux à qui il parlait. S’il voyait par exemple M. C, il parlait avec lui de la peinture. S’il voyait M. H, il l’entretenait de la médecine. S’il voyait le chirurgien du lieu, il le questionnait sur la chirurgie. Ceux qui cultivaient la vigne, ou les arbres, ou les grains, lui disaient tout ce qu’il y fallait observer. Tout lui servait pour passer aussitôt à Dieu et pour y faire passer les autres. Il crut donc devoir mettre M. Pascal sur son fonds, de lui parler des lectures de philosophie dont il s’occupait le plus. Il le mit sur ce sujet aux premiers entretiens qu’ils eurent ensemble. M. Pascal lui dit que ses livres les plus ordinaires avaient été Épictète et Montaigne, et il lui fit de grands éloges de ces deux esprits.
    M. de Saci, qui avait toujours cru devoir peu lire ces auteurs, pria M. Pascal de lui en parler à fond.
    Je vous en prie la compréhension pour cette blague, et je vous remercie beaucoup pour partager votre jugement sur ces choses extraordinaires.
    Trés amicalement,


    Senhor Moderador,

    Sei, por princípios ditatoriais que V. Exmª (Desculpe, mas esse é o tratamento para dirigentes do seu porte, pelo menos imagina) que os cultos professores dessa IFES demonstram os seus saberes e condição elitista, com exibição de domínio outros idiomas.
    Apesar de ter galgado todos os títulos que a academia me deu oportunidade, não tive tempo de me dedicar ao idioma de Obama. Tampouco, ao de Osama.
    Prendo-me aos ensinamentos do Morubixaba Taparica, Gupeva, Tibiriça e outros principais, dizimados pelos colonizadores.
    Logo, se possível, mande-me mensagens em nheengatu, ou pelo menos, em Tupi. Entenderei melhor o que queres dizer.
    Lembre-se não tem Tupi-Guarani.
    É isso, por favor senhor censor, mesmo que VEmxª não deixe passar o meu pedido o Saci vai ter conhecimento.
    Prof. Everaldo Queiroz

    Citando Naomar Almeida Filho :

    Colegas do IHAC e parceiros no movimento pela Universidade Nova,
    Como muitos de vcs já devem saber, acabo de ser nomeado para o Conselho
    Superior da CAPES.

    Trata-se da instância central de deliberação estratégica da nossa principal
    agência de formação de quadros na educação superior e na C,T&I do país.

    O convite para essa posição me foi feito com a incumbência de encaminhar e
    promover debates, formulações e propostas no sentido da renovação da
    Universidade brasileira.

    Gostaria de contar com a ajuda de vcs, compartilhando ideias, propostas e

    2011/5/14 Naomar Almeida Filho

    I’m absolutely delighted with your dense, well-thought, long comment.
    I need more time to think about it more carefully.

    Meanwhile, let me share with you all a note which appeared in the Times
    Higher Education:

    Noted figures from politics, business and the media joined academics at a
    forum on The Value of Arts and Humanities in the 21st Century. Participants
    in last week’s event at the University of Sheffield included David Blunkett,
    Labour MP for Sheffield Brightside and Hillsborough and a former home
    secretary, who suggested that current government higher education policy
    could lead to “a ‘brave new world’ of drones led by spivs. That is why this
    Socratic dialogue about the future of arts and humanities really does
    matter,” he said. Robert Hewison, professor of cultural policy and
    leadership studies at City University London, said the arts and humanities
    “provide an understanding of both the longer-term history and the immediate
    context of an idea”, enabling us “to understand the language in which that
    idea is expressed” and “respond critically and independently”.
    The complete URL is:

    Abraços a todos/as

    2011/5/13 Luiz Alberto Luz de Almeida

    Dear Colleagues,

    Crowded with engaged students, the IHAC Research Seminar has provided
    nice presentations and discussions of work in progress by our faculty
    members. One of my talks is related to the use of evolutionary
    computation applied to optimization in university management. This is
    one of my research themes in the recently created graduate degree
    program EISU (Interdisciplinary University Studies) held at IHAC.
    Thinking in this management line, and considering some comments of
    colleagues, it is opportune to shine a light on pedagogic issues and
    their relation to recent events.

    In his book The Delta Model, Arnoldo Hax, a professor of at the MIT
    Sloan School of Management, offers a new and quite interesting
    systematic strategy for solving business management problems. The
    underlying motivation considers that the environment is changing very
    quickly around us, and making just incremental improvements over what
    we are doing as an organization will lead us to a state of
    nonexistence. But rather we need to rethink, reinvent, and reengineer
    what our management strategies should be. He challenges the
    conventional wisdom and the prevailing models of business strategy,
    based on a different set of principles, which jokingly is called the
    ?Haxioms.? What I have done was to adapt his Haxioms to university
    management focused on a new pedagogy we need to face the challenges of
    the 21st century. Also as a joke, but not less important subject, I
    may call the adapted Haxioms as the ?Exioms? (from axioms for

    1. The center of strategy is the student. This is the core of any
    pedagogic model. It places the student as the driving force of
    education, and if we accept this imperative, everything else follows.
    We need to understand the student, and the challenge is how to provide
    our spectrum of students the most creative, unique, and high
    value-added proposition.

    2. You don?t win by criticizing the student; you win by achieving
    student bonding and engagement. If the central focus of education is
    the student, the essence of pedagogy is to achieve student bonding.
    Bonding is realized when the relationships characterizing our
    involvement with the student are based on fairness and transparency,
    producing long-lasting, mutual benefits. Bonding goes beyond intimacy
    and proximity, it denotes trust and affection.

    3. Pedagogic strategy is not war; it is love. By rejecting the notion
    that strategy is rivalry and its ultimate goal is to impose your will
    to students, we open a much more constructive mindset. Instead of
    perceiving ourselves as in confrontation with our key constituencies,
    we should adopt the attitude of cooperation, understanding, and love.
    It sounds rather corny, but it really means it. Imagine how much
    better the world would be if we all would assume this stance. This
    behavior constitutes a better and more effective way to manage a
    classroom. Caring about the student with a high sense of integrity is
    the smartest way of doing education.

    4. A content-centric mentality is constraining; open your mindset to
    include the students, their personal challenges, and the future job
    demands as your key constituencies. Don?t play the game alone. The
    relevant entity is the extended education. It is not important how
    many resources we might have access to. Given the complexities of
    education, we will never be self-sufficient. We should accept that
    from the start and recognize how important it is to draw from all
    resources available to provide the elusive unique value proposition to
    our students.

    5. Try to understand your student deeply. Strategy is done one student
    at a time. We have to focus our attention on the student in a granular
    way, meaning that ideally we should consider each student
    individually. We can accomplish this personally if the importance of
    the student warrants it, or electronically if the personal contact is
    infeasible. The capabilities of the Internet are making possible
    something that was unimaginable in the past. Gone are the days that
    bureaucratic academic units called Departments were used as the focus
    of strategic analysis. This was a composite of contents and its
    methods of delivery aggregated in a form that obscured our capacity to
    provide tailor-made solutions to individual or group of students.

    6. Content delivered as commodities only exist in the minds of the
    inept. The commoditization of old content delivery methods results
    when we cannot claim any differentiation from what our competitors
    (video-games, video repositories, social networks, blogs and instant
    messaging) are offering. It is typically the consequence of paying
    excessive attention to our past tradition of teaching and learning,
    which often leads to imitation and sameness. It is a prevailing
    situation in many universities in the world. It is the most
    undesirable state to fall into because it deprives us of achieving any
    form of leadership, of gaining superior learning, of serving our
    students uniquely, and of attracting top talent students to our
    research. The surprising fact is that commoditization should never
    happen if we are managing our pedagogic model intelligently, simply
    because commodity pedagogies should not exist. A course can be a
    commodity, but a pedagogic model is not because every student is
    different. Commodities occur when we commoditize the student, which
    means that we do not try to understand deeply the student?s needs and
    just offer the same ?me too? courses to everyone. That is the reason
    for claiming that ?commodities only exist in the minds of the inept? ?
    a strong statement to call our attention to an important issue.

    7. We have to understand both the demand and the supply sides of the
    university. The student represents the demand. Our first task is to
    segment the student ? so that we do not treat every student in the
    same way ? and to develop unique, sustainable, and high value-added
    propositions that create a great deal of bonding. The supply is
    represented by our university?s capabilities. We should develop a
    management model which provides a singular methodology to assess our
    existing and desired competencies according to our abilities to
    develop a full spectrum of strategic positions.

    8. We should not be delivering standardized courses; we are dealing
    with student solutions. How could the students know what they want if
    they do not have a clue as to what we can offer them; and how could we
    be right if we have not yet achieved a close relationship with the
    students that allows us to understand their needs and what we can do
    together to develop a great value proposition? The identification and
    satisfaction of the student solutions can only be done by working
    jointly with the students.

    9. The strategic planning process is a dialog among the faculty
    members ? seeking consensus on the direction of the organization. The
    most important output of the strategic planning process is the process
    itself. A suitable approach for a proper process is to engage all the
    faculty members of the school (or of any higher-order decision group)
    in an open dialog, where ideas are candidly debated, that ultimately
    leads to consensus. What does consensus mean? ?Consensus is 70%
    agreement and 100% buy-in.? This means that there is a time when you
    want to have every idea challenged through a constructive conflict,
    but then there is a time to come to a decision on where we want to go
    and how we are going to get there. You cannot expect 100% agreement;
    this would probably lead to paralysis. Seventy percent is a sound and
    comfortable consensus, but with the understanding that everyone is now
    aligned with the final decisions. If we have conducted the process
    effectively, there should be ?sparks in the eyes? of the members,
    meaning that we have reached a level of contagious enthusiasm that
    will assure that we have the energy and the commitment to implement
    the resulting strategic agenda.

    10. Metrics are essential; experimentation is crucial. Metrics are
    essential to quantify the value we create for our student and
    ourselves and to monitor the progress we make in the implementation of
    the proposed strategic agenda. The granularity requirement demands
    that we develop a student data bank, which contains information about
    the potential demands available for each student and the value created
    by our propositions. Experimentation is crucial because it often
    generates significant departure from existing practices. This means
    that we will be walking in untested territory ? with the associated
    risks that are to be expected. Instead of implementing a full strategy
    under those conditions, it is wise to experiment first. We may want to
    conduct preliminary pilot programs, to identify the best options to
    implement on a large scale. We can see BIs as a large scale complex
    pilot experiment and the whole university can benefit from it.

    Now that the Exioms are stated I have to agree with prof. Messias and
    prof. Naomar that we should maintain the original number of students
    entering IHAC next year, avoiding any reduction. Additionally, despite
    any previous statement of the Medical School, I truly believe which
    its secular tradition in offering a great service to society will help
    find the best way in supporting the BIs project. The same reasoning
    applies to other schools. The importance UFBA plays in our society
    will be demonstrated with good decisions, as constantly is very well


    Luiz Alberto

    Você está recebendo esta mensagem porque se inscreveu no grupo
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  5. Menandro Ramos Says:

    Pontes entre o Brasil e os EUA

    Curiosa a carreira do ex-presidente do Banco Central do Brasil, que é Doutor Honoris Causa pelo Bryant College de Rhode Island, EUA. Henrique Meirelles saiu do Brasil para ser nomeado, tempo depois, em 1996, presidente e COO do BankBoston Corporation, em Boston, nos Estados Unidos. Foi o primeiro estrangeiro a ocupar tal posição. Para tanto o Congresso Americano teve que se pronunciar…

    Quando se aposentou, depois de ter feito fortuna, voltou para o Brasil para ocupar a posição estratégica que ocupou. FHC o acolheu de braços abertos e Lula o manteve, além de blindá-lo contra qualquer investigação.

    E a estrela de Meireles continua brilhando, em sintonia com a do PT e as da bandeira dos EUA.

    Dizem que depois dele, outras “pontes” vêm sendo pensadas para diversos setores, pois o que é bom para os Estados Unidos é bom para o Brasil-il-il-il!!!

    Brevemente alguém deverá propor o bilinguismo para este país varonil…

    É aí que o Saci alfineta:

    – Qualquer semelhança é mera clonagem! Claro, guardando as devidas proporções!…

  6. Cecilia de Paula Says:

    Faltou trazer notícias do lado de lá, de muitos países europeus que estão em tempos de luta pela educação de qualidade, criticando o modelo adotado, em estado de greve permanente nas Universidades, por terem adotado medidas tão desmedidas como as que estão a propor por aqui – vide a UNINOVA ou a UNIMERCADO.

  7. Kermit Says:

    Its like you read my mind! You appear to know a lot
    about this, like you wrote the ebook in it or something.

    I feel that you can do with a few percent to power the
    message house a little bit, however other than that, that is
    great blog. An excellent read. I will certainly be back.

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