A consciência que vem do tambor: uma leitura freiriana sobre a pedagogia afrocarnavalesca de Salvador
Ano de defesa: | 2022 |
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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
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Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
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Departamento: |
Educação
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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/2960 |
Resumo: | Starting from the premise that all social formation, expressed in the culture of social groups, nations, and native peoples, among others, develop pedagogies aligned with their readings and worldviews, this thesis investigated the pedagogy underlying the conceptions and practices of the afoxés and the afros (groups) from Salvador. To do so, the following question was raised as a central problem: if in every cultural phenomenon an educational dimension is structured, tacitly or explicitly, and if the ontological vocation of the oppressed classes is liberation, as Paulo Freire exposes, the sociocultural practices of these groups. Do afrocarnavalesques include an anti-racist pedagogy? As a result of a set of socioeconomic, political, and cultural factors that conditioned their formations, such Afro-Carnaval entities became known not only as playful expressions, but also as possibilities for the Afro-Bahian population, but not exclusively for them, to be able to transform the world from their own words. It was considering such observations and seeking to answer the central question of this investigation, that the following hypothesis was formulated: at the same time that the intensive use of slave labor in the economic formation of Salvador deepened the dehumanizing character of its civilizing process, constituting in the post- abolition of a racist structure, the reaction to racism triggered the construction of a reading of the world that feeds and is fed by Afoxés and Afro groups through praxis aimed at raising awareness of the Afro-Bahian people, thus constituting an anti-racist pedagogy. Making use of an imaginary character that, among other aspects, problematizes this sociocultural phenomenon, suggests theoretical approaches and presents important aspects of the research universe (the carnival of Salvador and its afoxés and the Afro groups), the investigation is conducted from the dialectical method in the perspective of historical materialism. The investigation references its sources in the bibliographical research and in the field research, in addition to using, as the main data collection technique, the in-depth semi-structured interview, carried out with representative leaders of the Afoxés and Afro groups; composers; representatives of black collectives; representative of the Salvador Municipal Carnival Council, revelers, as well as an intellectual linked to Brazilian black culture and thought (Zulu Araújo). Based on Paulo Freire's theoretical contributions, it takes from this author, as main analytical categories, oppression, loveliness, humanization, culture, awareness, hope, utopia, wordworld, in addition to the concepts of education and pedagogy. Alongside Freire, other theoretical references used were Jacob Gorender, Clóvis Moura, Sílvio Almeida, José Ramos Tinhorão; Maria Isaura Pereira de Queiroz, José Eustáquio Romão, Jason Mafra and Afonso Celso Scocuglia. By situating pedagogy as a reading of the world aimed at transforming society through education, the research showed that, in the historical-social context of Salvador, examined here, an Afro-Carnaval pedagogy of a critical, decolonial and counter-hegemonic nature is developed, originating from the carnival and community practices of the afoxés and the afro blocks. Such a movement, by developing different processes of conscientization, creates, at the same time, possibilities for a cultural dialogue with schools and the educational system without compromising its main characteristic, that of being an unschooled pedagogy aimed at denouncing racism and advertising of actions capable of facing it, with a view to overcoming this form of oppression. |
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Mafra, Jason FerreiraMafra, Jason FerreiraDickmann, IvoSilva, Maurício Pedro daBaptista, Ana Maria HaddadSilva, Maria de Fátima Gomes dahttp://lattes.cnpq.br/3741244661820145Silva, José Walter Silva e2022-06-01T20:05:47Z2022-03-28Silva, José Walter Silva e. A consciência que vem do tambor: uma leitura freiriana sobre a pedagogia afrocarnavalesca de Salvador. 2022. 571 f. Tese( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo.http://bibliotecatede.uninove.br/handle/tede/2960Starting from the premise that all social formation, expressed in the culture of social groups, nations, and native peoples, among others, develop pedagogies aligned with their readings and worldviews, this thesis investigated the pedagogy underlying the conceptions and practices of the afoxés and the afros (groups) from Salvador. To do so, the following question was raised as a central problem: if in every cultural phenomenon an educational dimension is structured, tacitly or explicitly, and if the ontological vocation of the oppressed classes is liberation, as Paulo Freire exposes, the sociocultural practices of these groups. Do afrocarnavalesques include an anti-racist pedagogy? As a result of a set of socioeconomic, political, and cultural factors that conditioned their formations, such Afro-Carnaval entities became known not only as playful expressions, but also as possibilities for the Afro-Bahian population, but not exclusively for them, to be able to transform the world from their own words. It was considering such observations and seeking to answer the central question of this investigation, that the following hypothesis was formulated: at the same time that the intensive use of slave labor in the economic formation of Salvador deepened the dehumanizing character of its civilizing process, constituting in the post- abolition of a racist structure, the reaction to racism triggered the construction of a reading of the world that feeds and is fed by Afoxés and Afro groups through praxis aimed at raising awareness of the Afro-Bahian people, thus constituting an anti-racist pedagogy. Making use of an imaginary character that, among other aspects, problematizes this sociocultural phenomenon, suggests theoretical approaches and presents important aspects of the research universe (the carnival of Salvador and its afoxés and the Afro groups), the investigation is conducted from the dialectical method in the perspective of historical materialism. The investigation references its sources in the bibliographical research and in the field research, in addition to using, as the main data collection technique, the in-depth semi-structured interview, carried out with representative leaders of the Afoxés and Afro groups; composers; representatives of black collectives; representative of the Salvador Municipal Carnival Council, revelers, as well as an intellectual linked to Brazilian black culture and thought (Zulu Araújo). Based on Paulo Freire's theoretical contributions, it takes from this author, as main analytical categories, oppression, loveliness, humanization, culture, awareness, hope, utopia, wordworld, in addition to the concepts of education and pedagogy. Alongside Freire, other theoretical references used were Jacob Gorender, Clóvis Moura, Sílvio Almeida, José Ramos Tinhorão; Maria Isaura Pereira de Queiroz, José Eustáquio Romão, Jason Mafra and Afonso Celso Scocuglia. By situating pedagogy as a reading of the world aimed at transforming society through education, the research showed that, in the historical-social context of Salvador, examined here, an Afro-Carnaval pedagogy of a critical, decolonial and counter-hegemonic nature is developed, originating from the carnival and community practices of the afoxés and the afro blocks. Such a movement, by developing different processes of conscientization, creates, at the same time, possibilities for a cultural dialogue with schools and the educational system without compromising its main characteristic, that of being an unschooled pedagogy aimed at denouncing racism and advertising of actions capable of facing it, with a view to overcoming this form of oppression.Partiendo de la premisa de que toda formación social, expresada en la cultura de los grupos sociales, naciones, pueblos originarios, entre otros, desarrolla pedagogías alineadas con sus lecturas y cosmovisiones, esta tesis investigó la pedagogía que subyace en las concepciones y prácticas de los afoxés y los bloques. afros de Salvador. Para ello, se planteó como problema central la siguiente pregunta: si en todo fenómeno cultural su estructura, tácita o explícitamente, una dimensión educativa, y si la vocación ontológica de las clases oprimidas es la liberación, como expone Paulo Freire, las prácticas socioculturales de ¿Estos bloques afrocarnavalescos incluyen una pedagogía antirracista? Como resultado de un conjunto de factores socioeconómicos, políticos y culturales que condicionaron su formación, tales entidades afrocarnavales se dieron a conocer no sólo como expresiones lúdicas, sino también como posibilidades para la población afrobahiana, pero no exclusivamente para ella, de ser capaz de transformar el mundo a partir de tu propia palabra. Fue considerando tales observaciones y buscando responder a la pregunta central de esta investigación, que se formuló la siguiente hipótesis: al mismo tiempo que el uso intensivo de mano de obra esclava en la formación económica de Salvador profundizó el carácter deshumanizador de su proceso civilizatorio, constituyendo en la post-abolición de una estructura racista, la reacción al racismo disparó la construcción de una lectura del mundo que se alimenta y es alimentada por Afoxés y bloques afro a través de praxis dirigidas a sensibilizar al pueblo afrobahiano, constituyendo así un anti -pedagogía racista. Haciendo uso de un personaje imaginario que, entre otros aspectos, problematiza este fenómeno sociocultural, sugiere planteamientos teóricos y presenta aspectos importantes del universo investigado (el carnaval de Salvador y sus afoxés y los bloques afro), la investigación se realiza desde el método dialéctico en la perspectiva del materialismo histórico. La investigación referencia sus fuentes en la investigación bibliográfica y en la investigación de campo, además de utilizar, como principal técnica de recolección de datos, la entrevista en profundidad semiestructurada, realizada a líderes representativos de los bloques Afoxés y Afro; compositores; representantes de colectivos negros; representante del Consejo Municipal del Carnaval de Salvador, juerguistas, así como un intelectual vinculado a la cultura y el pensamiento negro brasileño (Zulu Araújo). Con base en los aportes teóricos de Paulo Freire, toma de este autor, como principales categorías de análisis, la opresión, la humanización, la hermosura, la cultura, la conciencia, la esperanza, la utopía, la palabra mundo, además de los conceptos de educación y pedagogía. Junto a Freire, otros referentes teóricos utilizados fueron Jacob Gorender, Clóvis Moura, Sílvio Almeida, José Ramos Tinhorão; Maria Isaura Pereira de Queiroz, José Eustáquio Romão, Jason Mafra y Afonso Celso Scocuglia. Al situar la pedagogía como una lectura del mundo destinada a transformar la sociedad a través de la educación, la investigación demostró que, en el contexto histórico-social de Salvador, aquí examinado, se desarrolla una pedagogía afro-carnavalera de carácter crítico, decolonial y contrahegemónico, proveniente de las prácticas carnavalescas y comunitarias de los afoxés y los bloques afro. Tal movimiento, al desarrollar diferentes procesos de sensibilización, crea, al mismo tiempo, posibilidades de diálogo cultural con la escuela y el sistema educativo sin comprometer su característica principal, la de ser una pedagogía no escolarizada destinada a denunciar el racismo y la publicidad de acciones, capaz de hacerle frente, con vistas a la superación de esta forma de opresión.Partindo da premissa de que toda formação social, expressa na cultura de grupos sociais, nações, povos originários, dentre outros, desenvolvem pedagogias alinhadas com suas leituras e visões de mundo, esta tese investigou a pedagogia subjacente às concepções e práticas dos afoxés e dos blocos afros de Salvador. Para tanto, levantou como problema central, a seguinte questão: se em todo fenômeno cultural estrutura-se, tácita ou explicitamente, uma dimensão educacional e se a vocação ontológica das classes oprimidas é a libertação, conforme expõe Paulo Freire, as práticas socioculturais desses blocos afrocarnavalescos comportam uma pedagogia antirracista? Fruto de um conjunto de fatores socioeconômicos, políticos e culturais que condicionaram as suas formações, tais entidades afrocarnavalescas se fizeram conhecer não apenas como expressões lúdicas, mas também como possibilidades da população afro-baiana, mas não exclusivamente ela, poder transformar o mundo a partir da sua própria palavra. Foi considerando tais observações e buscando responder à questão central desta investigação, que a seguinte hipótese foi formulada: ao mesmo tempo que o uso intensivo da mão de obra escrava na formação econômica de Salvador aprofundou o caráter desumanizador do seu processo civilizatório, constituindo no pós-abolição uma estrutura racista, a reação ao racismo desencadeou a construção de uma leitura de mundo que alimenta e é alimentada pelos afoxés e blocos afros por meio de práxis voltadas à conscientização do povo afro-baiano, constituindo, assim, uma pedagogia antirracista. Lançando mão de um personagem imaginário que, dentre outros aspectos, problematiza esse fenômeno sociocultural, sugere abordagens teóricas e apresenta aspectos importantes do universo da pesquisa (o carnaval de Salvador e os seus afoxés e os blocos afros), a investigação é conduzida a partir do método dialético na perspectiva do materialismo histórico. A investigação referencia suas fontes na pesquisa bibliográfica e na pesquisa de campo, além de utilizar, como principal técnica de coleta de dados, a entrevista semiestruturada em profundidade, realizada com dirigentes representativos dos afoxés e dos blocos afros; compositores; representantes de coletivos negros; representante do Conselho Municipal do Carnaval de Salvador, foliões, além de um intelectual vinculado à cultura e ao pensamento negro brasileiro (Zulu Araújo). Fundamentando-se nas contribuições teóricas de Paulo Freire, toma desse autor, como principais categorias analíticas, opressão, humanização, amorosidade, cultura, conscientização, esperança, utopia, palavramundo, além dos conceitos de educação e pedagogia. Ao lado de Freire, outras referências teóricas utilizadas foram Jacob Gorender, Clóvis Moura, Sílvio Almeida, José Ramos Tinhorão; Maria Isaura Pereira de Queiroz, José Eustáquio Romão, Jason Mafra e Afonso Celso Scocuglia. Entendendo a pedagogia como uma leitura do mundo voltada à transformação da sociedade por meio da educação, a pesquisa demonstrou que, no contexto histórico-social de Salvador, aqui examinado, desenvolve-se uma pedagogia afrocarnavalesca de natureza crítica, descolonial e contra-hegemônica, emergida das práticas carnavalescas e comunitárias dos afoxés e dos blocos afro. Tal movimento, ao desenvolver processos diversos de conscientização, cria, ao mesmo tempo, possibilidades para um diálogo cultural com as escolas e o sistema educacional sem comprometer a sua principal característica, a de ser uma pedagogia não escolarizada voltada à denúncia do racismo e ao anúncio de ações capazes de enfrentá-lo, com vistas à superação dessa forma de opressão.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2022-06-01T20:05:47Z No. of bitstreams: 1 José Walter Silva e Silva.pdf: 4856465 bytes, checksum: 0b2ec46769b41a83cf6d3a1307b70ee3 (MD5)Made available in DSpace on 2022-06-01T20:05:47Z (GMT). No. of bitstreams: 1 José Walter Silva e Silva.pdf: 4856465 bytes, checksum: 0b2ec46769b41a83cf6d3a1307b70ee3 (MD5) Previous issue date: 2022-03-28application/pdfporUniversidade Nove de JulhoPrograma de Pós-Graduação em EducaçãoUNINOVEBrasilEducaçãopedagogias freirianasPaulo Freirecarnaval de salvadorafoxés e blocos afrosracismo estruturalconscientizaçãofreirianas pedagogiesPaulo Freirecarnival of salvadorafoxés and afro blocksstructural racismawarenesspedagogías freirianasPaulo Freirecarnaval del salvador afoxésbloques afroracismo estructuralconcientizaciónCIENCIAS HUMANAS::EDUCACAOA consciência que vem do tambor: uma leitura freiriana sobre a pedagogia afrocarnavalesca de SalvadorThe consciousness that comes from the drum: a freiriana reading of the afrocarnival pedagogy of SalvadorLa conciencia que viene del tambor: una lectura freiriana de la pedagogía afrocarnival de Salvadorinfo: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:UNINOVEORIGINALJosé Walter Silva e Silva.pdfJosé Walter Silva e Silva.pdfapplication/pdf4856465http://localhost:8080/tede/bitstream/tede/2960/2/Jos%C3%A9+Walter+Silva+e+Silva.pdf0b2ec46769b41a83cf6d3a1307b70ee3MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/2960/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/29602022-06-01 17:05:47.793oai: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:2022-06-01T20:05:47Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false |
dc.title.por.fl_str_mv |
A consciência que vem do tambor: uma leitura freiriana sobre a pedagogia afrocarnavalesca de Salvador |
dc.title.alternative.eng.fl_str_mv |
The consciousness that comes from the drum: a freiriana reading of the afrocarnival pedagogy of Salvador |
dc.title.alternative.spa.fl_str_mv |
La conciencia que viene del tambor: una lectura freiriana de la pedagogía afrocarnival de Salvador |
title |
A consciência que vem do tambor: uma leitura freiriana sobre a pedagogia afrocarnavalesca de Salvador |
spellingShingle |
A consciência que vem do tambor: uma leitura freiriana sobre a pedagogia afrocarnavalesca de Salvador Silva, José Walter Silva e pedagogias freirianas Paulo Freire carnaval de salvador afoxés e blocos afros racismo estrutural conscientização freirianas pedagogies Paulo Freire carnival of salvador afoxés and afro blocks structural racism awareness pedagogías freirianas Paulo Freire carnaval del salvador afoxés bloques afro racismo estructural concientización CIENCIAS HUMANAS::EDUCACAO |
title_short |
A consciência que vem do tambor: uma leitura freiriana sobre a pedagogia afrocarnavalesca de Salvador |
title_full |
A consciência que vem do tambor: uma leitura freiriana sobre a pedagogia afrocarnavalesca de Salvador |
title_fullStr |
A consciência que vem do tambor: uma leitura freiriana sobre a pedagogia afrocarnavalesca de Salvador |
title_full_unstemmed |
A consciência que vem do tambor: uma leitura freiriana sobre a pedagogia afrocarnavalesca de Salvador |
title_sort |
A consciência que vem do tambor: uma leitura freiriana sobre a pedagogia afrocarnavalesca de Salvador |
author |
Silva, José Walter Silva e |
author_facet |
Silva, José Walter Silva e |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Mafra, Jason Ferreira |
dc.contributor.referee1.fl_str_mv |
Mafra, Jason Ferreira |
dc.contributor.referee2.fl_str_mv |
Dickmann, Ivo |
dc.contributor.referee3.fl_str_mv |
Silva, Maurício Pedro da |
dc.contributor.referee4.fl_str_mv |
Baptista, Ana Maria Haddad |
dc.contributor.referee5.fl_str_mv |
Silva, Maria de Fátima Gomes da |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3741244661820145 |
dc.contributor.author.fl_str_mv |
Silva, José Walter Silva e |
contributor_str_mv |
Mafra, Jason Ferreira Mafra, Jason Ferreira Dickmann, Ivo Silva, Maurício Pedro da Baptista, Ana Maria Haddad Silva, Maria de Fátima Gomes da |
dc.subject.por.fl_str_mv |
pedagogias freirianas Paulo Freire carnaval de salvador afoxés e blocos afros racismo estrutural conscientização |
topic |
pedagogias freirianas Paulo Freire carnaval de salvador afoxés e blocos afros racismo estrutural conscientização freirianas pedagogies Paulo Freire carnival of salvador afoxés and afro blocks structural racism awareness pedagogías freirianas Paulo Freire carnaval del salvador afoxés bloques afro racismo estructural concientización CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
freirianas pedagogies Paulo Freire carnival of salvador afoxés and afro blocks structural racism awareness |
dc.subject.spa.fl_str_mv |
pedagogías freirianas Paulo Freire carnaval del salvador afoxés bloques afro racismo estructural concientización |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Starting from the premise that all social formation, expressed in the culture of social groups, nations, and native peoples, among others, develop pedagogies aligned with their readings and worldviews, this thesis investigated the pedagogy underlying the conceptions and practices of the afoxés and the afros (groups) from Salvador. To do so, the following question was raised as a central problem: if in every cultural phenomenon an educational dimension is structured, tacitly or explicitly, and if the ontological vocation of the oppressed classes is liberation, as Paulo Freire exposes, the sociocultural practices of these groups. Do afrocarnavalesques include an anti-racist pedagogy? As a result of a set of socioeconomic, political, and cultural factors that conditioned their formations, such Afro-Carnaval entities became known not only as playful expressions, but also as possibilities for the Afro-Bahian population, but not exclusively for them, to be able to transform the world from their own words. It was considering such observations and seeking to answer the central question of this investigation, that the following hypothesis was formulated: at the same time that the intensive use of slave labor in the economic formation of Salvador deepened the dehumanizing character of its civilizing process, constituting in the post- abolition of a racist structure, the reaction to racism triggered the construction of a reading of the world that feeds and is fed by Afoxés and Afro groups through praxis aimed at raising awareness of the Afro-Bahian people, thus constituting an anti-racist pedagogy. Making use of an imaginary character that, among other aspects, problematizes this sociocultural phenomenon, suggests theoretical approaches and presents important aspects of the research universe (the carnival of Salvador and its afoxés and the Afro groups), the investigation is conducted from the dialectical method in the perspective of historical materialism. The investigation references its sources in the bibliographical research and in the field research, in addition to using, as the main data collection technique, the in-depth semi-structured interview, carried out with representative leaders of the Afoxés and Afro groups; composers; representatives of black collectives; representative of the Salvador Municipal Carnival Council, revelers, as well as an intellectual linked to Brazilian black culture and thought (Zulu Araújo). Based on Paulo Freire's theoretical contributions, it takes from this author, as main analytical categories, oppression, loveliness, humanization, culture, awareness, hope, utopia, wordworld, in addition to the concepts of education and pedagogy. Alongside Freire, other theoretical references used were Jacob Gorender, Clóvis Moura, Sílvio Almeida, José Ramos Tinhorão; Maria Isaura Pereira de Queiroz, José Eustáquio Romão, Jason Mafra and Afonso Celso Scocuglia. By situating pedagogy as a reading of the world aimed at transforming society through education, the research showed that, in the historical-social context of Salvador, examined here, an Afro-Carnaval pedagogy of a critical, decolonial and counter-hegemonic nature is developed, originating from the carnival and community practices of the afoxés and the afro blocks. Such a movement, by developing different processes of conscientization, creates, at the same time, possibilities for a cultural dialogue with schools and the educational system without compromising its main characteristic, that of being an unschooled pedagogy aimed at denouncing racism and advertising of actions capable of facing it, with a view to overcoming this form of oppression. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-06-01T20:05:47Z |
dc.date.issued.fl_str_mv |
2022-03-28 |
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 |
Silva, José Walter Silva e. A consciência que vem do tambor: uma leitura freiriana sobre a pedagogia afrocarnavalesca de Salvador. 2022. 571 f. Tese( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/handle/tede/2960 |
identifier_str_mv |
Silva, José Walter Silva e. A consciência que vem do tambor: uma leitura freiriana sobre a pedagogia afrocarnavalesca de Salvador. 2022. 571 f. Tese( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo. |
url |
http://bibliotecatede.uninove.br/handle/tede/2960 |
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 Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UNINOVE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
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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UNINOVE |
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UNINOVE |
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Biblioteca Digital de Teses e Dissertações da Uninove |
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Biblioteca Digital de Teses e Dissertações da Uninove |
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Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE) |
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