reflective reports, simulations, right? Yeah, yeah, I need to understand this, I
right? Yeah, yeah, I need to understand this, I need to, right, so I can have an
need to, right, so I can have an assessment that certifies it. Look, this
assessment that certifies it. Look, this young person is able to do this application
young person is able to do this application because of the assessment method. So, this is
because of the assessment method. So, this is the question I always ask,
the question I always ask, how much do we invest in the assessment process today
how much do we invest in the assessment process today , which is so important for
, which is so important for improving the process, right?
improving the process, right? And our assessment process at BOS
And our assessment process at BOS is based on competencies. As you can
is based on competencies. As you can see, I took the students' names. This is
see, I took the students' names. This is a real result. So, it's not all
a real result. So, it's not all green, there is Red, there's yellow, it's under
green, there is Red, there's yellow, it's under development. And as you can see
development. And as you can see in the column on the right, something super
in the column on the right, something super important, right? It's what I say about
important, right? It's what I say about effectiveness,
effectiveness, right? And you look at the last two
right? And you look at the last two lines, I don't know if you can see it, but
lines, I don't know if you can see it, but anyway, the last two capabilities, it's
anyway, the last two capabilities, it's 53% effective, the last one 64,
53% effective, the last one 64, our goal is 70 this year. So
our goal is 70 this year. So what does that mean? Wow, we didn't achieve it.
what does that mean? Wow, we didn't achieve it. Why didn't we achieve it? So let's look at the
Why didn't we achieve it? So let's look at the plan. Sometimes there's a lack of resources, a lack of
plan. Sometimes there's a lack of resources, a lack of time. The issue isn't just the student. Oh,
time. The issue isn't just the student. Oh, but not the student. When a capability is
but not the student. When a capability is achieved by only 50% of students,
achieved by only 50% of students, there's a great opportunity to review
there's a great opportunity to review this strategy
this strategy and remodel
and remodel it, right? Hmm. Look, 50%.
it, right? Hmm. Look, 50%. Only 50% of my students, because this
Only 50% of my students, because this here is a real BOS assessment,
here is a real BOS assessment, understanding the relationship between power and
understanding the relationship between power and time. 50%.
time. 50%. What do I do with this?
What do I do with this? Is this understanding important? Wow, it's vital.
Is this understanding important? Wow, it's vital. Ah, so let's see how the
Ah, so let's see how the strategy went, shall we? See how
strategy went, shall we? See how this question was formulated. Sometimes it can also be
this question was formulated. Sometimes it can also be a question of assessment,
a question of assessment, right? Which gives rise to a dubious question,
right? Which gives rise to a dubious question, right? But look how it generates a
right? But look how it generates a process of continuous improvement, right?
process of continuous improvement, right? And this, of course, leads to
And this, of course, leads to significant results. I mentioned Word Skills.
significant results. I mentioned Word Skills. These are the results of the
These are the results of the apprentices from Bost in partnership with
apprentices from Bost in partnership with SENAI from SIC in the last word skills competitions we
SENAI from SIC in the last word skills competitions we participated in. So, when we compare
participated in. So, when we compare our development method with
our development method with other schools, right, within a
other schools, right, within a professional competition, right, like, oh,
professional competition, right, like, oh, wow, there's not much gold. Ah, but it's not
wow, there's not much gold. Ah, but it's not the gold that matters. The
the gold that matters. The point is that you're on the podium,
point is that you're on the podium,
right, among the best students, right, within several units, right? And here I made a
several units, right? And here I made a point, right, of including this podium, which
point, right, of including this podium, which has a double meaning, right?
has a double meaning, right? Well, first, logically, because there's
Well, first, logically, because there's your status there in the first place,
your status there in the first place, which I, as I said,
which I, as I said, have great admiration for, and here in
have great admiration for, and here in milling CNC in 2018, I was there, which
milling CNC in 2018, I was there, which took place in Campinas,
took place in Campinas, and for me, we managed to get
and for me, we managed to get the first female competitor in
the first female competitor in this modality to reach the podium,
this modality to reach the podium, Paraná also reached the podium. So,
Paraná also reached the podium. So, I can say that Paraná is today
I can say that Paraná is today also one of the three strengths of CNC,
also one of the three strengths of CNC, right?
right? And, logically, it's what I said,
And, logically, it's what I said, right, with this exchange that we
right, with this exchange that we have so great with Santa Catarina, is what
have so great with Santa Catarina, is what enabled us this growth,
enabled us this growth, right, and that logically we have to be
right, and that logically we have to be proud of this quality we
proud of this quality we have today, right, and also of the
have today, right, and also of the world championship we participated in, which we were, uh, uh,
world championship we participated in, which we were, uh, uh, in second place there in robotics, which
in second place there in robotics, which shows this capacity that
shows this capacity that we have,
we have, not only talking about technique, now I
not only talking about technique, now I get into the more socio-emotional issue
get into the more socio-emotional issue as well, how we are challenged to other
as well, how we are challenged to other practices, right? So, we were the first
practices, right? So, we were the first BOS plant in Latin America to hire
BOS plant in Latin America to hire young people with a syndicate in an
young people with a syndicate in an apprenticeship program,
apprenticeship program, but not in a separate program, an
but not in a separate program, an inclusion program. Oh, Fábio, but
inclusion program. Oh, Fábio, but how do you include young people with Dal?
how do you include young people with Dal? Guys, that's another story, right? It's something I can
Guys, that's another story, right? It's something I can tell, but to summarize,
tell, but to summarize, their program took twice as long.
their program took twice as long. We managed to do a parallel program that took
We managed to do a parallel program that took twice as long as one, right, for
twice as long as one, right, for someone who hadn't been part of Dal. What's the
someone who hadn't been part of Dal. What's the idea? Respecting their
idea? Respecting their absorption time. And today they're
absorption time. And today they're amazing employees, they're all coworkers,
amazing employees, they're all coworkers, right? And this diversity thing,
right? And this diversity thing, right? Here's Martin at his
right? Here's Martin at his workstation, working,
workstation, working, and it's something that also makes us happy, right?
and it's something that also makes us happy, right? And then you say: "Wow, Fábio, how are
And then you say: "Wow, Fábio, how are you doing with behavior? The
you doing with behavior? The behavioral aspect of everything Ana
behavioral aspect of everything Ana brought up? "Yeah, yes, no doubt about it. The
brought up? "Yeah, yes, no doubt about it. The point is this: behavior
point is this: behavior happens,
happens, right, at BOS, I can say at our
right, at BOS, I can say at our school, not intentionally.
school, not intentionally. As well as at our partner SENAI, not
As well as at our partner SENAI, not intentionally.
intentionally. That's my point of view. It's
That's my point of view. It's happening on a daily basis, but since
happening on a daily basis, but since we're seeking this intentionality
we're seeking this intentionality for our program, there's no doubt
for our program, there's no doubt that this is a great point that can
that this is a great point that can further enhance our
further enhance our project, right? We've technically
project, right? We've technically reached a good level, an excellent
reached a good level, an excellent level, but how can we
level, but how can we enhance it as
enhance it as we now focus on
we now focus on socio-emotional skills? So, our
socio-emotional skills? So, our strategy within BOS is to bring this
strategy within BOS is to bring this intentionality to development,
intentionality to development, but bringing it, without forgetting the
but bringing it, without forgetting the taxonomy, and that's the point too,
taxonomy, and that's the point too, right, which is, how can a young person
right, which is, how can a young person apply something they don't know?
apply something they don't know? Something they don't recognize.
Something they don't recognize. This issue, you need to have
This issue, you need to have assertive communication. What is
assertive communication. What is assertive, Fábio? Young people often do
assertive, Fábio? Young people often do n't You know.
n't You know. So what is assertive?
So what is assertive? I need to explain, right? So, we
I need to explain, right? So, we entered the model of, uh, uh, in a process
entered the model of, uh, uh, in a process of, uh, developing capabilities; it
of, uh, developing capabilities; it 's a perception of the self, right? So,
's a perception of the self, right? So, we used the issue of
we used the issue of behavioral profiles. We're presenting
behavioral profiles. We're presenting the behavioral profiles to our
the behavioral profiles to our learners. And here's a game
learners. And here's a game we did in a dynamic of saying which
we did in a dynamic of saying which sentence you recognize yourself in. Oh, I
sentence you recognize yourself in. Oh, I 'm the one in this red sentence here, nothing
'm the one in this red sentence here, nothing ventured, nothing gained. Okay, okay? These are
ventured, nothing gained. Okay, okay? These are the profiles, which is a method already, right, well-
the profiles, which is a method already, right, well- known, which is the DISC, which is the
known, which is the DISC, which is the behavioral profiles. So, to generate this
behavioral profiles. So, to generate this self-knowledge within our
self-knowledge within our students, right, to
students, right, to also, of course, provide better
also, of course, provide better teamwork. And then we're presenting, right,
teamwork. And then we're presenting, right, this self-reflection to our
this self-reflection to our students through, logically,
students through, logically, exposure and dynamics, right,
exposure and dynamics, right, so that they understand, wow, where am
so that they understand, wow, where am I within this process, right? Hey,
I within this process, right? Hey, just one, I'll ask just one, sorry,
just one, I'll ask just one, sorry, I moved and I need a
I moved and I need a charger. Me Excuse me, I'm just going to
charger. Me Excuse me, I'm just going to ask my wife to bring the
ask my wife to bring the charger, Adriana,
charger, Adriana, bring the charger for me. And what
bring the charger for me. And what happens, right? For them to
happens, right? For them to understand each other here. Geez, am I on the introverted side
understand each other here. Geez, am I on the introverted side
or am I on the extroverted side? And how does that influence my relationship with
that influence my relationship with others?
others? So, presenting this universe
So, presenting this universe of personalities to them, so they
of personalities to them, so they can meet
can meet and understand, geez, what are
and understand, geez, what are my preferences in terms of
my preferences in terms of behavior,
behavior, right? So, we did an exhibition,
right? So, we did an exhibition, we did group dynamics. So,
we did group dynamics. So, we're starting with a pilot class
we're starting with a pilot class for them to understand this. Geez, I
for them to understand this. Geez, I have it; I'm more introverted. What
have it; I'm more introverted. What
quality does this introversion bring me? Geez, focus. I make more precise decisions,
more precise decisions, my pace is more moderate. Geez, I
my pace is more moderate. Geez, I have it, I'm more extroverted, I have
have it, I'm more extroverted, I have great relationships, I communicate well and so on.
great relationships, I communicate well and so on. But what does this also mean, right,
But what does this also mean, right, on the other hand, right, what is the gain and
on the other hand, right, what is the gain and where are the points I need to
where are the points I need to take care of and how do I relate? And
take care of and how do I relate? And Of course, I'm not just one thing, I'm
Of course, I'm not just one thing, I'm a context of many things, but as
a context of many things, but as I told you, right, as
I told you, right, as we start to
we start to help them define and
help them define and understand their behavior, logically,
understand their behavior, logically, they're within this
they're within this development process.
development process. And so we sought to avoid creating a circle, we
And so we sought to avoid creating a circle, we did a lot of research, and there's the
did a lot of research, and there's the Aton Sena Institute, which develops, right,
Aton Sena Institute, which develops, right,
socio-emotional skills. Say , let's take this model, let's
, let's take this model, let's understand how it works, and
understand how it works, and let's start to have a reference. I did
let's start to have a reference. I did n't know the SENAI model,
n't know the SENAI model, because it's just starting, right, and
because it's just starting, right, and logically I'm going to use it now
logically I'm going to use it now to see what we can
to see what we can do. But we have, we had the
do. But we have, we had the Tortoncena Institute as a basis. Wow, so what
Tortoncena Institute as a basis. Wow, so what are the pillars we're going to
are the pillars we're going to work on? Oh, those are the pillars. Does that make
work on? Oh, those are the pillars. Does that make sense? It does. These are the capabilities
sense? It does. These are the capabilities we're going to develop. Cool.
we're going to develop. Cool. How are we going to do that? So, we
How are we going to do that? So, we divide the capabilities,
divide the capabilities, right, of what we want, we determine the
right, of what we want, we determine the capabilities we want. uh,
capabilities we want. uh, we achieve, right?
we achieve, right? uh, we share this with the students,
uh, we share this with the students, right? So, we have a pilot class that's
right? So, we have a pilot class that's participating in this experiment,
participating in this experiment, right? For us to pilot it to see what's
right? For us to pilot it to see what's working and what's not. So, it's
working and what's not. So, it's important that they understand. That's it. And
important that they understand. That's it. And the concept, right? It's all detailed here, and
the concept, right? It's all detailed here, and the concept is to integrate these
the concept is to integrate these socio-emotional skills. I think it comes a lot
socio-emotional skills. I think it comes a lot from what Ana said before me, in
from what Ana said before me, in a progressive way, right, throughout
a progressive way, right, throughout the training program, which I think
the training program, which I think touched on this. So, let's go, let's go
touched on this. So, let's go, let's go to which discipline,
to which discipline, which curricular unit does it have the most,
which curricular unit does it have the most, and is it easier to apply, right? The
and is it easier to apply, right? The only difference we have in
only difference we have in terms of development,
terms of development, maybe it's not a big divergence,
maybe it's not a big divergence, is that we are working on a
is that we are working on a process of conceptualizing,
process of conceptualizing, applying, and evaluating,
applying, and evaluating, which was something she said too, in the sense
which was something she said too, in the sense that I can't evaluate
that I can't evaluate something in a learner if they don't
something in a learner if they don't know what it is.
know what it is. So, uh, uh, for that, right, we created
So, uh, uh, for that, right, we created a program, we made a plan
a program, we made a plan of investment hours that comprises
of investment hours that comprises 40 hours, right? And the learner's self-assessment
40 hours, right? And the learner's self-assessment will always be
will always be considered.
considered. So, we established as a premise
So, we established as a premise that the student will do a self-assessment,
that the student will do a self-assessment, just as the teacher will do a
just as the teacher will do a self-assessment. And then we will look at
self-assessment. And then we will look at these two perspectives. And actually,
these two perspectives. And actually, and the issue of mediating this: the student
and the issue of mediating this: the student sometimes sees themselves from one point of view, the teacher
sometimes sees themselves from one point of view, the teacher sees another, and how do we arrive at
sees another, and how do we arrive at a common denominator, right? But not in terms
a common denominator, right? But not in terms of grades, in terms of development,
of grades, in terms of development, because we understand that there's no point,
because we understand that there's no point, right? Also, the teacher saying: "You're like
right? Also, the teacher saying: "You're like this." And the teacher says: "No, I'm not like that
this." And the teacher says: "No, I'm not like that ." It's no use. So, for
." It's no use. So, for this modification, it's necessary to understand the
this modification, it's necessary to understand the points of view, right? And for that,
points of view, right? And for that, we intentionally developed within our
we intentionally developed within our curriculum, a
curriculum, a workload plan.
workload plan. So, ah, we're going to work on
So, ah, we're going to work on this pillar, this capacity, we have 4
this pillar, this capacity, we have 4 hours within the given discipline. And that's where
hours within the given discipline. And that's where I think there was a divergence.
I think there was a divergence. Why? Because we need to having
Why? Because we need to having the intention of developing this
the intention of developing this here. And in this discipline, it makes sense.
here. And in this discipline, it makes sense. Then we'll have another
Then we'll have another 2-hour meeting there in mechanical technology.
2-hour meeting there in mechanical technology. How are we going to develop this, right?
How are we going to develop this, right? And then, as we're forming a
And then, as we're forming a multidisciplinary group, where we're
multidisciplinary group, where we're creating the lesson plan together with the
creating the lesson plan together with the teacher who will be implementing it,
teacher who will be implementing it, that is, uh, uh, it's the formula,
that is, uh, uh, it's the formula, right?
right? For him to apply it, so he doesn't come and
For him to apply it, so he doesn't come and say: "Oh, you need to develop
say: "Oh, you need to develop leadership." But how about leadership? How is it
leadership." But how about leadership? How is it going? So, the lesson plan will be
going? So, the lesson plan will be prepared as a guide, as I said
prepared as a guide, as I said again, right? So, for each,
again, right? So, for each, then, first semester of the
then, first semester of the mechanical technician course, we're investing 14 hours
mechanical technician course, we're investing 14 hours and together, as I'm saying, right? There's
and together, as I'm saying, right? There's the process of conceptualization,
the process of conceptualization, application, and the evaluation process,
application, and the evaluation process, right? I think we're
right? I think we're moving forward in this process, and it was even a
moving forward in this process, and it was even a provocation from a meeting I had
provocation from a meeting I had with you guys, I think a year ago, where a
with you guys, I think a year ago, where a teacher asked me: "Wow,
teacher asked me: "Wow, this technical development is so cool." "But what about
this technical development is so cool." "But what about socio-emotional?"
socio-emotional?" And then we looked into this and said,
And then we looked into this and said, "Wow, how are we going to develop
"Wow, how are we going to develop this intentionally and in a
this intentionally and in a planned way?" So,
planned way?" So, this is our strategy,
this is our strategy, right? In the sense of being clear about
right? In the sense of being clear about the capabilities we need to share
the capabilities we need to share with our learners
with our learners who will develop them, but
who will develop them, but also having a conceptual moment. And the conceptual
also having a conceptual moment. And the conceptual isn't just expository, it's practical, it's
isn't just expository, it's practical, it's dynamic, but it's about them experiencing it, about them taking
dynamic, but it's about them experiencing it, about them taking ownership of this content, right,
ownership of this content, right, understanding it, right? Ah, so the assertive
understanding it, right? Ah, so the assertive isn't passive and it's not aggressive. Yeah,
isn't passive and it's not aggressive. Yeah, but what's passive and what's
but what's passive and what's aggressive? That they understand, that
aggressive? That they understand, that they comprehend, just like the taxonomy
they comprehend, just like the taxonomy preaches. And as they understand, it
preaches. And as they understand, it moves on to application. But how does it move on to
moves on to application. But how does it move on to application? And that's what I tell you
application? And that's what I tell you , it's going to be the big challenge we
, it's going to be the big challenge we 're applying, it's on a daily basis, right? But then
're applying, it's on a daily basis, right? But then with the intention of having to count
with the intention of having to count on the instructors, it's within this
on the instructors, it's within this strategy to be able to observe this
strategy to be able to observe this application, right? And then, of course, the
application, right? And then, of course, the assessment tool we're
assessment tool we're creating—we don't have it yet—can be
creating—we don't have it yet—can be scored, and the student can also
scored, and the student can also self-perceive. And that's the process. And then,
self-perceive. And that's the process. And then, like the technique we have, all the
like the technique we have, all the graphs, we also intend to link
graphs, we also intend to link the effectiveness of this program in
the effectiveness of this program in terms of this development with what
terms of this development with what we expect, right? And I think I've already covered it
we expect, right? And I think I've already covered it in my timetable, right? And I just wanted to
in my timetable, right? And I just wanted to conclude
conclude the result of all this, right? Well, it's
the result of all this, right? Well, it's when we see testimonials like
when we see testimonials like Pedro's here, right?
Pedro's here, right? Who finishes the course and tells his entire
Who finishes the course and tells his entire journey, right, from beginning to end, the
journey, right, from beginning to end, the ups and downs he had, right, to
ups and downs he had, right, to realize how much he evolved, and of
realize how much he evolved, and of course, in the gratitude of the people who
course, in the gratitude of the people who contributed to this training, right, which
contributed to this training, right, which isn't the most important thing, but it's in that
isn't the most important thing, but it's in that sense, right, and of course today, then,
sense, right, and of course today, then, also, right, now in a
also, right, now in a professional role,
professional role, and of course, we can follow
and of course, we can follow this career. So this is something
this career. So this is something wonderful and there's no way to measure it.
wonderful and there's no way to measure it. I think that's what I conclude.
I think that's what I conclude. my speech. Sorry for the
my speech. Sorry for the rush at the end, but what I
rush at the end, but what I wanted to say is this, right, that in my
wanted to say is this, right, that in my point of view, the development of
point of view, the development of socio-emotional skills
socio-emotional skills will be
will be effective
effective to the extent that it has a
to the extent that it has a very clear intention, that it has a
very clear intention, that it has a very well-defined strategy,
very well-defined strategy, right, and that we, of course, can
right, and that we, of course, can measure it,
measure it, but it is with the essential participation
but it is with the essential participation
of those being developed. There is no way, right, to talk about behavior if the
way, right, to talk about behavior if the person who has this behavior
person who has this behavior does not understand and does not accept it. So that's
does not understand and does not accept it. So that's it, right? They are part of this
it, right? They are part of this process. So I understand, I comprehend.
process. So I understand, I comprehend. Ah, but there will always be convergence.
Ah, but there will always be convergence. Maybe not. Maybe there will be no
Maybe not. Maybe there will be no convergence, right? Maybe the
convergence, right? Maybe the instructor's evaluation may be on one side, the
instructor's evaluation may be on one side, the apprentice's may be on the other, and there is no
apprentice's may be on the other, and there is no problem at all, right? But it will generate
problem at all, right? But it will generate reflection too, right? But in the search for this
reflection too, right? But in the search for this understanding, I think it will be
understanding, I think it will be more effective.
more effective. I think that's it.
I think that's it. I apologize for the short I'm late there.
Fábio, thank you so much, right? We want to thank you again for accepting
want to thank you again for accepting this invitation. We've had a lot of
this invitation. We've had a lot of complimentary interaction here in our
complimentary interaction here in our YouTube chat. Hey, Sônia says: "Thank you.
YouTube chat. Hey, Sônia says: "Thank you. many more moments like this, with
many more moments like this, with practical examples, presentations with a
practical examples, presentations with a real perspective within the
real perspective within the work universe and we also have some
work universe and we also have some requests so that, if possible, you
requests so that, if possible, you can share your presentation.
can share your presentation. So, at the appropriate time we will
So, at the appropriate time we will talk, if you could share it
talk, if you could share it with me in PDF format so that I can later
with me in PDF format so that I can later share it with our
share it with our advisors and they can
advisors and they can disseminate it among the teachers. So,
disseminate it among the teachers. So, we are grateful. Hey, thank you very much for
we are grateful. Hey, thank you very much for your availability, for your time, right?
your availability, for your time, right? Giz here would like to congratulate
Giz here would like to congratulate Fábio for leading this meeting, which was
Fábio for leading this meeting, which was connected with our methodology and,
connected with our methodology and, above all, provided great
above all, provided great reflections. So, great class, congratulations.
reflections. So, great class, congratulations. So, we see that it was a
So, we see that it was a very important moment and one of great
very important moment and one of great exchanges for all of us. So, our
exchanges for all of us. So, our objective was achieved here, which was to
objective was achieved here, which was to exchange, to bring reflection, to be
exchange, to bring reflection, to be meaningful, right? We say in our
meaningful, right? We say in our methodology that learning has to
methodology that learning has to be meaningful, so I think
be meaningful, so I think our objective here was achieved. So
our objective here was achieved. So thank you very much, okay? For this exchange, I am
thank you very much, okay? For this exchange, I am happy.
happy. And I just wanted to, right, reinforce, it
And I just wanted to, right, reinforce, it 's certainly a pleasure, I'm sending the
's certainly a pleasure, I'm sending the presentation in PDF. Hey, I ask
presentation in PDF. Hey, I ask you to pass on my contact details, right,
you to pass on my contact details, right, to your colleagues at SENAI.
to your colleagues at SENAI. Hey, it will be a great pleasure for us to
Hey, it will be a great pleasure for us to have the opportunity to
have the opportunity to welcome you here, right? We have been
welcome you here, right? We have been receiving visitors, so we have been receiving,
receiving visitors, so we have been receiving, exchanging, as well as going, right,
exchanging, as well as going, right, visiting. I like exchanges, I'm a
visiting. I like exchanges, I'm a fan of debating points of view
fan of debating points of view because I think that's where
because I think that's where growth comes from, right? And so, let me
growth comes from, right? And so, let me know my email, my WhatsApp, so
know my email, my WhatsApp, so we can get in touch
we can get in touch and it will be a pleasure to talk about
and it will be a pleasure to talk about education, debate about education, points of
education, debate about education, points of view, right, and talk about the projects
view, right, and talk about the projects that each, right, area has and the
that each, right, area has and the experiences they have. And then, of course, with
experiences they have. And then, of course, with more time, right, it will be really cool and
more time, right, it will be really cool and I hope I have contributed in some way,
I hope I have contributed in some way, right?
right? That's it. Certainty. So,
That's it. Certainty. So, thank you very much. Thank you to everyone who was
thank you very much. Thank you to everyone who was with us here this morning. I wish you a
with us here this morning. I wish you a great rest of the day, a good
great rest of the day, a good weekend and until next time, everyone.
weekend and until next time, everyone. Thank you, Fadia. Thank you, Inete, for
Thank you, Fadia. Thank you, Inete, for being with us here, eh,
being with us here, eh, supporting us at this time, okay? A good day
supporting us at this time, okay? A good day to all of you. That
to all of you. That 's great. Goodbye. Ciao.
[Applause] [Music]
Fies 75 years. Our subject has always been the future.
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