O percurso de constitui????o de duas professoras de anos iniciais sob a perspectiva da intelectualidade docente: desafios e possibilidades
Ano de defesa: | 2016 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Nove de Julho
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Programa de Pós-Graduação: |
Programa de Mestrado em Gest??o e Pr??ticas Educacionais
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Departamento: |
Educa????o
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País: |
Brasil
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Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Palavras-chave em Espanhol: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://bibliotecatede.uninove.br/handle/tede/1353 |
Resumo: | The purpose of this study is to look at the path of the making of professional practice under the bias of the teaching intelligentsia of two teachers from the state public network that would allow us to build an understanding of teaching as an intellectual function, as advocated by Giroux (1997; 1999) the theoretical framework we adopted. In this perspective, the analysis of paths was based on two distinct schools of investigation: a) With respect to forming elements suggesting a disqualification of the teacher's work and freeing her from critical and purposeful features, namely those from the models training and acting markedly homogenizing and linked to the educational policies and interests committed to standards of international organizations and the state???s political party programs. b) On the other hand, other current research explores the intellectual concept and claims it is possible to make this reference also to teachers. As to research methodology, we chose to develop in light of studies by Lahire (2004; 2005), about the construction of sociological portraits with regard to the interest of explicit trajectories of life and work to learn the provisions built from many socialization contexts that teachers, the subjects of this study, have been submitted to in life and because of that to meet the research objectives listed, which include: learning which provisions have been built and as configured by teachers in different socialization processes during their professional careers, so that the grasping of these provisions would allow us to affirm or not the power of a teaching intelligence taking them the design of a teacher as an intellectual as defended by Giroux. In the example of socializing experience, we highlight the participation of teachers in Practice Seminar organized by SEE-SP in 2013, while formative experience in this way, it was also our intention to examine to what extent the experience of the teachers surveyed at the seminar in question allowed them to apply to themselves and the work they have done on occasion, traits that they attributed themselves qualifying teachers as intellectuals. From the results of the survey, we highlight the following: engagement and commitment; clarity of their political and social function as well as their theoretical beliefs, recognizing their potential as scholars and active and reflective professionals. These provisions, built on the job of teaching, are presented as a work of these teachers differential which enabled visibility in them. Thus, participation in the Good Practice Seminar reinforced what they believed about education, expanding the look of the universe of activity in which they were inserted and giving them a greater awareness of themselves and the work they performed that could be exposed and employed with this experience. |
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Bioto-Cavalcanti, Patricia Aparecidahttp://lattes.cnpq.br/6578081301023507Bioto-Cavalcanti, Patricia Aparecidahttp://lattes.cnpq.br/6578081301023507Bontempi Junior, Brunohttp://lattes.cnpq.br/2774419029949313Teixeira, Rosiley Aparecidahttp://lattes.cnpq.br/9920259406963954Giovanni, Luciana Mariahttp://lattes.cnpq.br/8305118845068821Baptista, Ana Maria Haddadhttp://lattes.cnpq.br/9067453567671615http://lattes.cnpq.br/7488047814282423Prado, Gilvonete Schimitz de2016-05-31T19:49:02Z2016-03-22Prado, Gilvonete Schimitz de. O percurso de constitui????o de duas professoras de anos iniciais sob a perspectiva da intelectualidade docente: desafios e possibilidades. 2016. 192 f. Disserta????o( Programa de Mestrado em Gest??o e Pr??ticas Educacionais) - Universidade Nove de Julho, S??o Paulo.http://bibliotecatede.uninove.br/handle/tede/1353The purpose of this study is to look at the path of the making of professional practice under the bias of the teaching intelligentsia of two teachers from the state public network that would allow us to build an understanding of teaching as an intellectual function, as advocated by Giroux (1997; 1999) the theoretical framework we adopted. In this perspective, the analysis of paths was based on two distinct schools of investigation: a) With respect to forming elements suggesting a disqualification of the teacher's work and freeing her from critical and purposeful features, namely those from the models training and acting markedly homogenizing and linked to the educational policies and interests committed to standards of international organizations and the state???s political party programs. b) On the other hand, other current research explores the intellectual concept and claims it is possible to make this reference also to teachers. As to research methodology, we chose to develop in light of studies by Lahire (2004; 2005), about the construction of sociological portraits with regard to the interest of explicit trajectories of life and work to learn the provisions built from many socialization contexts that teachers, the subjects of this study, have been submitted to in life and because of that to meet the research objectives listed, which include: learning which provisions have been built and as configured by teachers in different socialization processes during their professional careers, so that the grasping of these provisions would allow us to affirm or not the power of a teaching intelligence taking them the design of a teacher as an intellectual as defended by Giroux. In the example of socializing experience, we highlight the participation of teachers in Practice Seminar organized by SEE-SP in 2013, while formative experience in this way, it was also our intention to examine to what extent the experience of the teachers surveyed at the seminar in question allowed them to apply to themselves and the work they have done on occasion, traits that they attributed themselves qualifying teachers as intellectuals. From the results of the survey, we highlight the following: engagement and commitment; clarity of their political and social function as well as their theoretical beliefs, recognizing their potential as scholars and active and reflective professionals. These provisions, built on the job of teaching, are presented as a work of these teachers differential which enabled visibility in them. Thus, participation in the Good Practice Seminar reinforced what they believed about education, expanding the look of the universe of activity in which they were inserted and giving them a greater awareness of themselves and the work they performed that could be exposed and employed with this experience.La investigaci??n propone una mirada acerca de la trayectoria de la constituici??n de la actuaci??n profesional bajo la perspectiva intelectual de dos profesoras de la red p??blica de ense??anza educacional del estado de S??o Paulo, lo que nos permiti?? construir y comprender la ense??anza como una funci??n intelectual, as?? como se propone en Giroux (1997; 1999) como marco te??rico adoptado . En esta perspectiva, el an??lisis de las direcciones que se basan en dos hincapi??s distintos de investigaci??n: a) Acerca de la formaci??n de los elementos que sugieren una descalificaci??n del trabajo del profesor y la disminuci??n de puntos cr??ticos como los modelos de formaci??n de profesores uniformes vinculados a los intereses y pol??ticas educacionales con reglas de entidades internacionales y programas de partidos pol??ticos del estado. La otra l??nea de investigaci??n examina el concepto intelectual y asegura la posibilidad en hacer referencia tambi??n al profesor. En cuanto a la metodolog??a que se aplica en la investigaci??n, se opt?? por desarrollar los estudios por Lahire (2004; 2005), en relaci??n con la construcci??n de modelos sociol??gicos relacionados con el inter??s de las trayectorias expl??citas de la vida y el trabajo con el fin de aprender las disposiciones construidas a partir de diversos contextos de socializaci??n en que las profesoras, como sujetos de la investigaci??n, se han sometido a cumplir con los objetivos de la pesquisa citados, que incluyen: aprender cuales disposiciones fueron construida y configuradas por ellas en distintos procesos de socializaci??n durante su carrera profesional, las disposiciones nos permiten afirmar el poder de la intelectualidad docente, o no, acerc??ndose a las concepciones de profesor como intelectual defendida por Giroux. Como ejemplo de experiencia de sociabilizaci??n, destacamos la participaci??n de las profesoras en el Seminario de Buenas Pr??cticas organizado por SEE-SP en 2013, mientras experiencia formativa en el trayecto, hay tambi??n una intenci??n en examinar en qu?? medida la experiencia de las profesoras investigadas con el Seminario en cuesti??n les permiti?? reflexionar sobre s?? mismos y el trabajo que han hecho en alguna ocasi??n, los rasgos que atribuyeron a la calificaci??n docente como intelectual. A partir de los resultados de la encuesta, podemos destacar las siguientes disposiciones: participaci??n y el compromiso; claridad de su funci??n pol??tica y social, adem??s de sus creencias te??ricas, reconociendo su potencial como acad??micas y profesionales activas y reflexivas. Las disposiciones construidas a lo largo del recorrido sobre la constituci??n acerca de la funci??n del profesor, se presenta como un diferencial en el trabajo de las maestra lo que nos permiti?? tambi??n una la visibilidad a respecto de ellas. As??, la participaci??n en el Seminario de Buenas Pr??cticas reforz?? lo que se cre??an acerca de la educaci??n, ampliando la observaci??n del universo de la actuaci??n en que la cual estaban inseridas, adem??s de darles una mayor conciencia de s?? mismos y del trabajo ejecutado, y que pudieron ser expuestos y explorado con experiencia.Esta pesquisa prop??s um olhar para o percurso de constitui????o da atua????o profissional de duas professoras que atuam na educa????o b??sica I na rede estadual paulista, sob o vi??s da intelectualidade docente, que nos permitisse a constru????o de um entendimento do trabalho docente como uma fun????o intelectual, conforme defendido por Giroux (1997; 1999) nosso referencial te??rico adotado. Nesta perspectiva, a an??lise dos percursos se pautou em duas linhas de investiga????o distintas: a) Uma que diz respeito aos elementos de conforma????o que sugere uma desqualifica????o do trabalho do professor e seu alijamento de tra??os cr??ticos e propositivos, a saber, aqueles provenientes de modelos de forma????o e atua????o docentes marcadamente homogeneizadores e ligados aos interesses e pol??ticas educacionais comprometidos com normas dos organismos internacionais e programas pol??tico-partid??rios de estado. b) Por outro lado, outra corrente de investiga????o que explora o conceito de intelectual e afirma ser poss??vel fazer essa refer??ncia tamb??m ao professor. Quanto ?? metodologia de pesquisa, optamos por desenvolv??-la ?? luz dos estudos desenvolvidos por Lahire (2004; 2005), no que tange ?? constru????o de retratos sociol??gicos no que se refere ao interesse de explicitar trajet??rias de vida e de trabalho de modo a apreender as disposi????es constru??das a partir dos diversos contextos de socializa????o a que as professoras, sujeitos desta pesquisa, estiveram submetidas ao longo da vida que desse conta de atender aos objetivos de pesquisa elencados, os quais destacamos: apreender quais disposi????es foram constru??das e como se configuraram pelas professoras nos diferentes processos de socializa????o, durante seu percurso profissional, de modo que a apreens??o destas disposi????es nos permitissem afirmar a pot??ncia de uma intelectualidade docente, ou n??o, aproximando-as ?? concep????o de professor como intelectual defendida por Giroux. ?? exemplo de experi??ncia socializadora, destacamos a participa????o das professoras no Semin??rio de Boas Pr??ticas organizado pela SEE-SP, em 2013, enquanto experi??ncia formativa dentro deste percurso, deste modo, tamb??m foi nossa inten????o analisar em que medida a experi??ncia das professoras pesquisadas com o Semin??rio em quest??o permitiu que elas tecessem, sobre si mesmas e sobre o trabalho que desenvolveram na ocasi??o, tra??os que lhes atribu??ssem qualificativos de professor como intelectual. Dos resultados obtidos da pesquisa, destacamos as seguintes disposi????es: engajamento e compromisso; clareza da sua fun????o pol??tica e social bem como de suas convic????es te??ricas, reconhecimento de suas potencialidades enquanto estudiosas e profissionais ativas e reflexivas. Tais disposi????es, constru??das ao longo do percurso de constitui????o da fun????o docente, apresentavam-se como um diferencial do trabalho destas professoras o que possibilitou visibilidade sobre elas. Deste modo, a participa????o no Semin??rio de Boas Pr??ticas refor??ou aquilo em que acreditavam sobre educa????o, ampliando o olhar sobre o universo de atua????o em que estavam inseridas e conferindo-lhes uma maior consci??ncia sobre si mesmas e sobre o trabalho desempenhado que p??de ser exposto e explorado com tal experi??ncia.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-05-31T19:49:02Z No. of bitstreams: 1 Gilvonete Schimitz Do Prado.pdf: 1451148 bytes, checksum: 3bad5bbcf2fcf65698a4f8dea9525f4b (MD5)Made available in DSpace on 2016-05-31T19:49:02Z (GMT). No. of bitstreams: 1 Gilvonete Schimitz Do Prado.pdf: 1451148 bytes, checksum: 3bad5bbcf2fcf65698a4f8dea9525f4b (MD5) Previous issue date: 2016-03-22application/pdfporUniversidade Nove de JulhoPrograma de Mestrado em Gest??o e Pr??ticas EducacionaisUNINOVEBrasilEduca????oforma????o de professoresintelectualidade docenteneoliberalismopol??ticas educacionaissecretaria de estado da educa????o de S??o Paulosemin??rios de boas pr??ticasteachers trainingteachers intellectneoliberalismeducation policyS??o Paulo state board of educationbest practices seminarsformaci??n del profesorintelectualidad docenteneoliberalismopol??ticas educacionalessecretar??a de educaci??n del estado de S??o Pauloseminario de buenas pr??cticasCIENCIAS HUMANAS::EDUCACAOO percurso de constitui????o de duas professoras de anos iniciais sob a perspectiva da intelectualidade docente: desafios e possibilidadesA look at the teacher's constitution path from an intellectual perspective: challenges and possibilitiesUna mirada acerca de la trayectoria de la constituici??n de la actuaci??n profesional bajo la perspectiva intelectual: retos y posibilidadesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALGilvonete Schimitz Do Prado.pdfGilvonete Schimitz Do Prado.pdfapplication/pdf1451148http://localhost:8080/tede/bitstream/tede/1353/2/Gilvonete+Schimitz+Do+Prado.pdf3bad5bbcf2fcf65698a4f8dea9525f4bMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/1353/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/13532017-05-24 12:47:25.503oai:localhost: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Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2017-05-24T15:47:25Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false |
dc.title.por.fl_str_mv |
O percurso de constitui????o de duas professoras de anos iniciais sob a perspectiva da intelectualidade docente: desafios e possibilidades |
dc.title.alternative.eng.fl_str_mv |
A look at the teacher's constitution path from an intellectual perspective: challenges and possibilities |
dc.title.alternative.spa.fl_str_mv |
Una mirada acerca de la trayectoria de la constituici??n de la actuaci??n profesional bajo la perspectiva intelectual: retos y posibilidades |
title |
O percurso de constitui????o de duas professoras de anos iniciais sob a perspectiva da intelectualidade docente: desafios e possibilidades |
spellingShingle |
O percurso de constitui????o de duas professoras de anos iniciais sob a perspectiva da intelectualidade docente: desafios e possibilidades Prado, Gilvonete Schimitz de forma????o de professores intelectualidade docente neoliberalismo pol??ticas educacionais secretaria de estado da educa????o de S??o Paulo semin??rios de boas pr??ticas teachers training teachers intellect neoliberalism education policy S??o Paulo state board of education best practices seminars formaci??n del profesor intelectualidad docente neoliberalismo pol??ticas educacionales secretar??a de educaci??n del estado de S??o Paulo seminario de buenas pr??cticas CIENCIAS HUMANAS::EDUCACAO |
title_short |
O percurso de constitui????o de duas professoras de anos iniciais sob a perspectiva da intelectualidade docente: desafios e possibilidades |
title_full |
O percurso de constitui????o de duas professoras de anos iniciais sob a perspectiva da intelectualidade docente: desafios e possibilidades |
title_fullStr |
O percurso de constitui????o de duas professoras de anos iniciais sob a perspectiva da intelectualidade docente: desafios e possibilidades |
title_full_unstemmed |
O percurso de constitui????o de duas professoras de anos iniciais sob a perspectiva da intelectualidade docente: desafios e possibilidades |
title_sort |
O percurso de constitui????o de duas professoras de anos iniciais sob a perspectiva da intelectualidade docente: desafios e possibilidades |
author |
Prado, Gilvonete Schimitz de |
author_facet |
Prado, Gilvonete Schimitz de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bioto-Cavalcanti, Patricia Aparecida |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6578081301023507 |
dc.contributor.referee1.fl_str_mv |
Bioto-Cavalcanti, Patricia Aparecida |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6578081301023507 |
dc.contributor.referee2.fl_str_mv |
Bontempi Junior, Bruno |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/2774419029949313 |
dc.contributor.referee3.fl_str_mv |
Teixeira, Rosiley Aparecida |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/9920259406963954 |
dc.contributor.referee4.fl_str_mv |
Giovanni, Luciana Maria |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/8305118845068821 |
dc.contributor.referee5.fl_str_mv |
Baptista, Ana Maria Haddad |
dc.contributor.referee5Lattes.fl_str_mv |
http://lattes.cnpq.br/9067453567671615 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7488047814282423 |
dc.contributor.author.fl_str_mv |
Prado, Gilvonete Schimitz de |
contributor_str_mv |
Bioto-Cavalcanti, Patricia Aparecida Bioto-Cavalcanti, Patricia Aparecida Bontempi Junior, Bruno Teixeira, Rosiley Aparecida Giovanni, Luciana Maria Baptista, Ana Maria Haddad |
dc.subject.por.fl_str_mv |
forma????o de professores intelectualidade docente neoliberalismo pol??ticas educacionais secretaria de estado da educa????o de S??o Paulo semin??rios de boas pr??ticas |
topic |
forma????o de professores intelectualidade docente neoliberalismo pol??ticas educacionais secretaria de estado da educa????o de S??o Paulo semin??rios de boas pr??ticas teachers training teachers intellect neoliberalism education policy S??o Paulo state board of education best practices seminars formaci??n del profesor intelectualidad docente neoliberalismo pol??ticas educacionales secretar??a de educaci??n del estado de S??o Paulo seminario de buenas pr??cticas CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
teachers training teachers intellect neoliberalism education policy S??o Paulo state board of education best practices seminars |
dc.subject.spa.fl_str_mv |
formaci??n del profesor intelectualidad docente neoliberalismo pol??ticas educacionales secretar??a de educaci??n del estado de S??o Paulo seminario de buenas pr??cticas |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The purpose of this study is to look at the path of the making of professional practice under the bias of the teaching intelligentsia of two teachers from the state public network that would allow us to build an understanding of teaching as an intellectual function, as advocated by Giroux (1997; 1999) the theoretical framework we adopted. In this perspective, the analysis of paths was based on two distinct schools of investigation: a) With respect to forming elements suggesting a disqualification of the teacher's work and freeing her from critical and purposeful features, namely those from the models training and acting markedly homogenizing and linked to the educational policies and interests committed to standards of international organizations and the state???s political party programs. b) On the other hand, other current research explores the intellectual concept and claims it is possible to make this reference also to teachers. As to research methodology, we chose to develop in light of studies by Lahire (2004; 2005), about the construction of sociological portraits with regard to the interest of explicit trajectories of life and work to learn the provisions built from many socialization contexts that teachers, the subjects of this study, have been submitted to in life and because of that to meet the research objectives listed, which include: learning which provisions have been built and as configured by teachers in different socialization processes during their professional careers, so that the grasping of these provisions would allow us to affirm or not the power of a teaching intelligence taking them the design of a teacher as an intellectual as defended by Giroux. In the example of socializing experience, we highlight the participation of teachers in Practice Seminar organized by SEE-SP in 2013, while formative experience in this way, it was also our intention to examine to what extent the experience of the teachers surveyed at the seminar in question allowed them to apply to themselves and the work they have done on occasion, traits that they attributed themselves qualifying teachers as intellectuals. From the results of the survey, we highlight the following: engagement and commitment; clarity of their political and social function as well as their theoretical beliefs, recognizing their potential as scholars and active and reflective professionals. These provisions, built on the job of teaching, are presented as a work of these teachers differential which enabled visibility in them. Thus, participation in the Good Practice Seminar reinforced what they believed about education, expanding the look of the universe of activity in which they were inserted and giving them a greater awareness of themselves and the work they performed that could be exposed and employed with this experience. |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-05-31T19:49:02Z |
dc.date.issued.fl_str_mv |
2016-03-22 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Prado, Gilvonete Schimitz de. O percurso de constitui????o de duas professoras de anos iniciais sob a perspectiva da intelectualidade docente: desafios e possibilidades. 2016. 192 f. Disserta????o( Programa de Mestrado em Gest??o e Pr??ticas Educacionais) - Universidade Nove de Julho, S??o Paulo. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/handle/tede/1353 |
identifier_str_mv |
Prado, Gilvonete Schimitz de. O percurso de constitui????o de duas professoras de anos iniciais sob a perspectiva da intelectualidade docente: desafios e possibilidades. 2016. 192 f. Disserta????o( Programa de Mestrado em Gest??o e Pr??ticas Educacionais) - Universidade Nove de Julho, S??o Paulo. |
url |
http://bibliotecatede.uninove.br/handle/tede/1353 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.relation.confidence.fl_str_mv |
600 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Nove de Julho |
dc.publisher.program.fl_str_mv |
Programa de Mestrado em Gest??o e Pr??ticas Educacionais |
dc.publisher.initials.fl_str_mv |
UNINOVE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educa????o |
publisher.none.fl_str_mv |
Universidade Nove de Julho |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da Uninove instname:Universidade Nove de Julho (UNINOVE) instacron:UNINOVE |
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Universidade Nove de Julho (UNINOVE) |
instacron_str |
UNINOVE |
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UNINOVE |
reponame_str |
Biblioteca Digital de Teses e Dissertações da Uninove |
collection |
Biblioteca Digital de Teses e Dissertações da Uninove |
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http://localhost:8080/tede/bitstream/tede/1353/2/Gilvonete+Schimitz+Do+Prado.pdf http://localhost:8080/tede/bitstream/tede/1353/1/license.txt |
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repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE) |
repository.mail.fl_str_mv |
bibliotecatede@uninove.br||bibliotecatede@uninove.br |
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1797250749542957056 |