Pedagogia da dialogicidade: resson??ncias gen??ticas, intertextuais e discursivas em Pedagogia do Oprimido (o manuscrito)
Ano de defesa: | 2018 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , , |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Nove de Julho
|
Programa de Pós-Graduação: |
Programa de P??s-Gradua????o em Educa????o
|
Departamento: |
Educa????o
|
País: |
Brasil
|
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/1741 |
Resumo: | In this thesis, the principle of dialogicity, as a vector of Freirian thought, is examined in the facsimile publication of the manuscript of "Pedagogy of the Oppressed", author's work, whose analysis, for its implicit canonicity of document value can contribute to the understanding of the genesis of his theory. This principle is discussed in this context, with the following objectives: a) to contribute to the explanation of potential meanings that can be enriched by the confrontation of the cross temporalities present in the work; b) demonstrate the three-dimensional nature of Freirian dialogue as the basis of its ontological, epistemic and methodological propositions; c) identify the marks of the manuscript as essay writing and the "process documents" of a literary work Marco Lucchesi as an inventive writing; and d) demonstrate, in the manuscript, the intersection of two discursive worlds - the educational and the political - from which emerges the double freirian ethos. It is a qualitative research of theoretical-analytical nature based on contributions derived primarily from discourse analysis and genetic criticism. In this seminal text, we find intratextual, intertextual and paratextual clues that reveal the protagonism of the operative principle of dialogicity in three complementary dimensions that serve as analytical perspectives, namely: the way of saying ("modus dicendi") revealing the substitutionary , exchange, addition, and elimination covered by the erasures that give visibility to the internal dialogic relations through which the "scriptor" discusses with his writing; the way of showing ("modus mostrandi") exposed by the intertextual apparatus and the paratextual constituents that compose the work, portraying the memory of the text, enriching its potential hidden meanings by the folds of time and changing the sensitive conditions of its reception to the reader of the XXI century; and the way of acting in the discourse ("modus faciendi") on which Freire's dual political-pedagogical ethos is based, establishing him as a pioneer of educommunication in Brazil. In the manuscript the matrix embryo of what could be denominated "Pedagogy of the educational dialogue", wielded with the oppressed and not for the oppressed, was verified in the manuscript. Thus, in this investigation, the hypothesis was confirmed that the freiriana dialogic inscribed in the manuscript is a multidimensional operative principle that crosses every conceptual field of the work, revealing itself as a singular gesture that goes beyond the linguistic field to install itself in the discursive dimension and pragmatic approach to language. It is a regulating principle that models his saying, his show and his action in the discourse and in the world, underpinning the other categories. This principle implied a broad and comprehensive view of the human being and did not focus only on the dialogue- denunciation of the situation of the oppressed, but mainly the announcement of possible ways of reversing this circumstance. This research also revealed the principle of Freirean dialogue as a significant indicator of his creative gesture, of the moving thinking of a Freire "writer", that is, of someone who lived and experimented dialogically with the concepts created based on his praxis. |
id |
NOVE_8730020953df755dd2bbdf9753855f38 |
---|---|
oai_identifier_str |
oai:localhost:tede/1741 |
network_acronym_str |
NOVE |
network_name_str |
Biblioteca Digital de Teses e Dissertações da Uninove |
repository_id_str |
|
spelling |
Baptista, Ana Maria HaddadBaptista, Ana Maria HaddadGregorin Filho, Jos?? NicolauNavas, DianaSilva, Maur??cio Pedro daFusaro, M??rcia do Carmo Felisminohttp://lattes.cnpq.br/3378374909304521Lauriti, N??dia Concei????o2018-03-07T17:17:17Z2018-02-23Lauriti, N??dia Concei????o. Pedagogia da dialogicidade: resson??ncias gen??ticas, intertextuais e discursivas em Pedagogia do Oprimido (o manuscrito). 2018. 190 f. Tese( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo.http://bibliotecatede.uninove.br/handle/tede/1741In this thesis, the principle of dialogicity, as a vector of Freirian thought, is examined in the facsimile publication of the manuscript of "Pedagogy of the Oppressed", author's work, whose analysis, for its implicit canonicity of document value can contribute to the understanding of the genesis of his theory. This principle is discussed in this context, with the following objectives: a) to contribute to the explanation of potential meanings that can be enriched by the confrontation of the cross temporalities present in the work; b) demonstrate the three-dimensional nature of Freirian dialogue as the basis of its ontological, epistemic and methodological propositions; c) identify the marks of the manuscript as essay writing and the "process documents" of a literary work Marco Lucchesi as an inventive writing; and d) demonstrate, in the manuscript, the intersection of two discursive worlds - the educational and the political - from which emerges the double freirian ethos. It is a qualitative research of theoretical-analytical nature based on contributions derived primarily from discourse analysis and genetic criticism. In this seminal text, we find intratextual, intertextual and paratextual clues that reveal the protagonism of the operative principle of dialogicity in three complementary dimensions that serve as analytical perspectives, namely: the way of saying ("modus dicendi") revealing the substitutionary , exchange, addition, and elimination covered by the erasures that give visibility to the internal dialogic relations through which the "scriptor" discusses with his writing; the way of showing ("modus mostrandi") exposed by the intertextual apparatus and the paratextual constituents that compose the work, portraying the memory of the text, enriching its potential hidden meanings by the folds of time and changing the sensitive conditions of its reception to the reader of the XXI century; and the way of acting in the discourse ("modus faciendi") on which Freire's dual political-pedagogical ethos is based, establishing him as a pioneer of educommunication in Brazil. In the manuscript the matrix embryo of what could be denominated "Pedagogy of the educational dialogue", wielded with the oppressed and not for the oppressed, was verified in the manuscript. Thus, in this investigation, the hypothesis was confirmed that the freiriana dialogic inscribed in the manuscript is a multidimensional operative principle that crosses every conceptual field of the work, revealing itself as a singular gesture that goes beyond the linguistic field to install itself in the discursive dimension and pragmatic approach to language. It is a regulating principle that models his saying, his show and his action in the discourse and in the world, underpinning the other categories. This principle implied a broad and comprehensive view of the human being and did not focus only on the dialogue- denunciation of the situation of the oppressed, but mainly the announcement of possible ways of reversing this circumstance. This research also revealed the principle of Freirean dialogue as a significant indicator of his creative gesture, of the moving thinking of a Freire "writer", that is, of someone who lived and experimented dialogically with the concepts created based on his praxis.En esta tesis, se examina el principio de la dialogicidad, como vector del pensamiento freiriano, presente en la publicaci??n facsilada del manuscrito de "Pedagog??a del Oprimido", obra "princeps" del autor, cuyo an??lisis, por su canonicidad impl??cita de documento de valor hist??rico, puede contribuir a la comprensi??n de la g??nesis de su teor??a. Se discute tal principio, en ese contexto, con los siguientes objetivos: a) contribuir a explicitar potenciales sentidos que puedan ser enriquecidos por la confrontaci??n de las temporalidades cruzadas presentes en la obra; b) demostrar la naturaleza tridimensional de la dialogicidad freiriana como base de sus proposiciones ontol??gicas, epist??micas y metodol??gicas; c) identificar las marcas del manuscrito como escritura ensay??stica y los "documentos de proceso" de una obra literaria de Marco Lucchesi como escritura inventiva; y d) demostrar, en el manuscrito, la intersecci??n de dos mundos discursivos -el educativo y el pol??tico- de donde emerge el doble ethos freiriano. Se trata de una investigaci??n cualitativa de naturaleza te??rico-anal??tica fundamentada en aportes oriundos prioritariamente del an??lisis del discurso y de la cr??tica gen??tica. En este texto se indican indicios intratextuales, intertextuales y paratextuales que revelan el protagonismo del principio operatorio de la dialogicidad en tres dimensiones complementarias que nos sirven de perspectivas anal??ticas, a saber: el modo de decir ("modus dicendi") revelador de los movimientos escriturales de sustituci??n , permuta, acrecimiento y eliminaci??n encubiertos por las rasuras que dan visibilidad a las relaciones dial??gicas internas por medio de las cuales el "scriptor" discute con su escritura; el modo de mostrar ("modus mostrandi") expuesto por el aparato intertextual y los constituyentes paratextuales que componen la obra, retratando la memoria del texto, enriqueciendo sus potenciales sentidos ocultos por los pliegos del tiempo y alterando las condiciones sensibles de su recepci??n para el lector del, siglo XXI; y el modo de actuar / ser en el discurso ("modus faciendi") sobre el cual se asienta el doble ethos pol??tico-pedag??gico de Freire, instal??ndolo como pionero de la educomunicaci??n en Brasil. Se verific?? en el manuscrito el embri??n matricial de lo que se podr??a denominar "Pedagog??a del di??logo educomunicativo", urdida con el oprimido y no para el oprimido. As??, en esta investigaci??n, se corrobor?? la hip??tesis de que la dialogicidad freiriana inscrita en el manuscrito es un principio operatorio multidimensional que atraviesa todo campo conceptual de la obra, revel??ndose como gesto singular que sobrepasa el campo ling????stico para instalarse en la dimensi??n discursiva y pragm??tica del lenguaje. Se trata de un principio regulador que modela su decir, su mostrar y su actuar / ser en el discurso y en el mundo, bas??ndose en las dem??s categor??as. Este principio implic?? una mirada amplia y comprensiva del ser humano y no tuvo como foco s??lo el di??logo-denuncia de la situaci??n del oprimido, sino principalmente el anuncio de las posibles formas de revertir tal circunstancia. Esta investigaci??n revel??, tambi??n, el principio de la dialogicidad freiriana como significativo indicador de su gesto creador, del pensamiento en movimiento de un Paulo Freire "escriba", vale decir, de alguien que vivi?? y experiment?? dialogalmente los conceptos creados apoyados en su praxis.Nesta tese, examina-se o princ??pio da dialogicidade, enquanto vetor do pensamento freiriano, presente na publica????o fac-similada do manuscrito de ???Pedagogia do Oprimido???, obra ???princeps??? do autor, cuja an??lise, por sua canonicidade impl??cita de documento de valor hist??rico, poder?? contribuir para a compreens??o da g??nese de sua teoria. Discute-se tal princ??pio, nesse contexto, com os seguintes objetivos: a) contribuir para explicitar potenciais sentidos que possam ser enriquecidos pelo confronto das temporalidades cruzadas presentes na obra; b) demonstrar a natureza tridimensional da dialogicidade freiriana como base de suas proposi????es ontol??gicas, epist??micas e metodol??gicas; c) identificar as marcas do manuscrito enquanto escritura ensa??stica e os ???documentos de processo??? de uma obra liter??ria de Marco Lucchesi enquanto escrita inventiva; e d) demonstrar, no manuscrito, a intersec????o de dois mundos discursivos ??? o educativo e o pol??tico ??? de onde emerge o duplo ethos freiriano. Trata-se de uma pesquisa qualitativa de natureza te??rico-anal??tica fundamentada em aportes oriundos prioritariamente da an??lise do discurso e da cr??tica gen??tica. Est??o presentes nesse texto seminal ind??cios intratextuais, intertextuais e paratextuais que revelam o protagonismo do princ??pio operat??rio da dialogicidade em tr??s dimens??es complementares que nos servem de perspectivas anal??ticas, a saber: o modo de dizer (???modus dicendi???) revelador dos movimentos escriturais de substitui????o, permuta, acr??scimo e elimina????o encobertos pelas rasuras que d??o visibilidade ??s rela????es dial??gicas internas por meio dos quais o ???scriptor??? discute com a sua escritura; o modo de mostrar (???modus mostrandi???) exposto pelo aparato intertextual e os constituintes paratextuais que comp??em a obra, retratando a mem??ria do texto, enriquecendo seus potenciais sentidos ocultos pelas dobras do tempo e alterando as condi????es sens??veis da sua recep????o para o leitor do s??culo XXI; e o modo de agir/ser no discurso (???modus faciendi???) sobre o qual se assenta o duplo ethos pol??tico-pedag??gico de Freire, instalando-o como pioneiro da educomunica????o no Brasil. Verificou-se no manuscrito o embri??o matricial do que se poderia denominar ???Pedagogia do di??logo educomunicativo???, urdida com o oprimido e n??o para o oprimido. Assim, nesta investiga????o, corroborou-se a hip??tese de que a dialogicidade freiriana inscrita no manuscrito ?? um princ??pio operat??rio multidimensional que perpassa todo campo conceitual da obra, revelando-se como gesto singular que ultrapassa o campo lingu??stico para instalar-se na dimens??o discursiva e pragm??tica da linguagem. Trata-se de um princ??pio regulador que modela o seu dizer, o seu mostrar e o seu agir/ser no discurso e no mundo, alicer??ando as demais categorias. Esse princ??pio implicou um olhar amplo e compreensivo do ser humano e n??o teve como foco apenas o di??logo-den??ncia da situa????o do oprimido, mas principalmente o an??ncio das poss??veis formas de reverter tal circunst??ncia. Esta investiga????o revelou, tamb??m, o princ??pio da dialogicidade freiriana como significativo indicador do seu gesto criador, do pensamento em movimento de um Paulo Freire ???escrevivente???, vale dizer, de algu??m que viveu e experimentou dialogicamente os conceitos criados apoiados em sua pr??xis.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2018-03-07T17:17:17Z No. of bitstreams: 1 Nadia Conceicao Lauriti.pdf: 4853987 bytes, checksum: 0e3e1d61310edadd06a397e15f29cb5e (MD5)Made available in DSpace on 2018-03-07T17:17:17Z (GMT). No. of bitstreams: 1 Nadia Conceicao Lauriti.pdf: 4853987 bytes, checksum: 0e3e1d61310edadd06a397e15f29cb5e (MD5) Previous issue date: 2018-02-23application/pdfporUniversidade Nove de JulhoPrograma de P??s-Gradua????o em Educa????oUNINOVEBrasilEduca????odialogicidademanuscritopedagogia do oprimidoeducomunica????oethos freirianoMarco Lucchesidialogicitymanuscriptpedagogy of the oppressededucommunicationethos freirianoMarco Lucchesidialogicidadmanuscritopedagog??a del oprimidoeducomunicaci??nethos freirianoMarco LucchesiCIENCIAS HUMANAS::EDUCACAOPedagogia da dialogicidade: resson??ncias gen??ticas, intertextuais e discursivas em Pedagogia do Oprimido (o manuscrito)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALNadia Conceicao Lauriti.pdfNadia Conceicao Lauriti.pdfapplication/pdf4853987http://localhost:8080/tede/bitstream/tede/1741/2/Nadia+Conceicao+Lauriti.pdf0e3e1d61310edadd06a397e15f29cb5eMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/1741/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/17412018-03-07 14:17:17.563oai: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:2018-03-07T17:17:17Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false |
dc.title.por.fl_str_mv |
Pedagogia da dialogicidade: resson??ncias gen??ticas, intertextuais e discursivas em Pedagogia do Oprimido (o manuscrito) |
title |
Pedagogia da dialogicidade: resson??ncias gen??ticas, intertextuais e discursivas em Pedagogia do Oprimido (o manuscrito) |
spellingShingle |
Pedagogia da dialogicidade: resson??ncias gen??ticas, intertextuais e discursivas em Pedagogia do Oprimido (o manuscrito) Lauriti, N??dia Concei????o dialogicidade manuscrito pedagogia do oprimido educomunica????o ethos freiriano Marco Lucchesi dialogicity manuscript pedagogy of the oppressed educommunication ethos freiriano Marco Lucchesi dialogicidad manuscrito pedagog??a del oprimido educomunicaci??n ethos freiriano Marco Lucchesi CIENCIAS HUMANAS::EDUCACAO |
title_short |
Pedagogia da dialogicidade: resson??ncias gen??ticas, intertextuais e discursivas em Pedagogia do Oprimido (o manuscrito) |
title_full |
Pedagogia da dialogicidade: resson??ncias gen??ticas, intertextuais e discursivas em Pedagogia do Oprimido (o manuscrito) |
title_fullStr |
Pedagogia da dialogicidade: resson??ncias gen??ticas, intertextuais e discursivas em Pedagogia do Oprimido (o manuscrito) |
title_full_unstemmed |
Pedagogia da dialogicidade: resson??ncias gen??ticas, intertextuais e discursivas em Pedagogia do Oprimido (o manuscrito) |
title_sort |
Pedagogia da dialogicidade: resson??ncias gen??ticas, intertextuais e discursivas em Pedagogia do Oprimido (o manuscrito) |
author |
Lauriti, N??dia Concei????o |
author_facet |
Lauriti, N??dia Concei????o |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Baptista, Ana Maria Haddad |
dc.contributor.referee1.fl_str_mv |
Baptista, Ana Maria Haddad |
dc.contributor.referee2.fl_str_mv |
Gregorin Filho, Jos?? Nicolau |
dc.contributor.referee3.fl_str_mv |
Navas, Diana |
dc.contributor.referee4.fl_str_mv |
Silva, Maur??cio Pedro da |
dc.contributor.referee5.fl_str_mv |
Fusaro, M??rcia do Carmo Felismino |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3378374909304521 |
dc.contributor.author.fl_str_mv |
Lauriti, N??dia Concei????o |
contributor_str_mv |
Baptista, Ana Maria Haddad Baptista, Ana Maria Haddad Gregorin Filho, Jos?? Nicolau Navas, Diana Silva, Maur??cio Pedro da Fusaro, M??rcia do Carmo Felismino |
dc.subject.por.fl_str_mv |
dialogicidade manuscrito pedagogia do oprimido educomunica????o ethos freiriano Marco Lucchesi |
topic |
dialogicidade manuscrito pedagogia do oprimido educomunica????o ethos freiriano Marco Lucchesi dialogicity manuscript pedagogy of the oppressed educommunication ethos freiriano Marco Lucchesi dialogicidad manuscrito pedagog??a del oprimido educomunicaci??n ethos freiriano Marco Lucchesi CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
dialogicity manuscript pedagogy of the oppressed educommunication ethos freiriano Marco Lucchesi |
dc.subject.spa.fl_str_mv |
dialogicidad manuscrito pedagog??a del oprimido educomunicaci??n ethos freiriano Marco Lucchesi |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
In this thesis, the principle of dialogicity, as a vector of Freirian thought, is examined in the facsimile publication of the manuscript of "Pedagogy of the Oppressed", author's work, whose analysis, for its implicit canonicity of document value can contribute to the understanding of the genesis of his theory. This principle is discussed in this context, with the following objectives: a) to contribute to the explanation of potential meanings that can be enriched by the confrontation of the cross temporalities present in the work; b) demonstrate the three-dimensional nature of Freirian dialogue as the basis of its ontological, epistemic and methodological propositions; c) identify the marks of the manuscript as essay writing and the "process documents" of a literary work Marco Lucchesi as an inventive writing; and d) demonstrate, in the manuscript, the intersection of two discursive worlds - the educational and the political - from which emerges the double freirian ethos. It is a qualitative research of theoretical-analytical nature based on contributions derived primarily from discourse analysis and genetic criticism. In this seminal text, we find intratextual, intertextual and paratextual clues that reveal the protagonism of the operative principle of dialogicity in three complementary dimensions that serve as analytical perspectives, namely: the way of saying ("modus dicendi") revealing the substitutionary , exchange, addition, and elimination covered by the erasures that give visibility to the internal dialogic relations through which the "scriptor" discusses with his writing; the way of showing ("modus mostrandi") exposed by the intertextual apparatus and the paratextual constituents that compose the work, portraying the memory of the text, enriching its potential hidden meanings by the folds of time and changing the sensitive conditions of its reception to the reader of the XXI century; and the way of acting in the discourse ("modus faciendi") on which Freire's dual political-pedagogical ethos is based, establishing him as a pioneer of educommunication in Brazil. In the manuscript the matrix embryo of what could be denominated "Pedagogy of the educational dialogue", wielded with the oppressed and not for the oppressed, was verified in the manuscript. Thus, in this investigation, the hypothesis was confirmed that the freiriana dialogic inscribed in the manuscript is a multidimensional operative principle that crosses every conceptual field of the work, revealing itself as a singular gesture that goes beyond the linguistic field to install itself in the discursive dimension and pragmatic approach to language. It is a regulating principle that models his saying, his show and his action in the discourse and in the world, underpinning the other categories. This principle implied a broad and comprehensive view of the human being and did not focus only on the dialogue- denunciation of the situation of the oppressed, but mainly the announcement of possible ways of reversing this circumstance. This research also revealed the principle of Freirean dialogue as a significant indicator of his creative gesture, of the moving thinking of a Freire "writer", that is, of someone who lived and experimented dialogically with the concepts created based on his praxis. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-03-07T17:17:17Z |
dc.date.issued.fl_str_mv |
2018-02-23 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Lauriti, N??dia Concei????o. Pedagogia da dialogicidade: resson??ncias gen??ticas, intertextuais e discursivas em Pedagogia do Oprimido (o manuscrito). 2018. 190 f. Tese( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/handle/tede/1741 |
identifier_str_mv |
Lauriti, N??dia Concei????o. Pedagogia da dialogicidade: resson??ncias gen??ticas, intertextuais e discursivas em Pedagogia do Oprimido (o manuscrito). 2018. 190 f. Tese( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo. |
url |
http://bibliotecatede.uninove.br/handle/tede/1741 |
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 P??s-Gradua????o em Educa????o |
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 |
instname_str |
Universidade Nove de Julho (UNINOVE) |
instacron_str |
UNINOVE |
institution |
UNINOVE |
reponame_str |
Biblioteca Digital de Teses e Dissertações da Uninove |
collection |
Biblioteca Digital de Teses e Dissertações da Uninove |
bitstream.url.fl_str_mv |
http://localhost:8080/tede/bitstream/tede/1741/2/Nadia+Conceicao+Lauriti.pdf http://localhost:8080/tede/bitstream/tede/1741/1/license.txt |
bitstream.checksum.fl_str_mv |
0e3e1d61310edadd06a397e15f29cb5e bd3efa91386c1718a7f26a329fdcb468 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 |
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 |
_version_ |
1797250754388426752 |