Efeitos de um procedimento informatizado e aplicado de forma remota e síncrona na leitura e escrita de sentenças para crianças em idade escolar
Ano de defesa: | 2021 |
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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 Federal de São Carlos
Câmpus São Carlos |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação Especial - PPGEEs
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufscar.br/handle/ufscar/14846 |
Resumo: | Reading and writing repertoires are fundamental for learning more complex academic skills and enable individuals to be more autonomous. Behavior analysis has demonstrated success in applying the equivalence-based instruction (EBI) model of sentence reading instruction to children with learning disabilities. This study replicated and evaluated the effects of a computerized equivalence-based instruction (EBI) procedure on reading and writing in school-aged children. Six children, from three Brazilian states, aged from 8 to 10 years old, attented enrolled in the 2nd and 4th grades of elementary school participated in the study. For recruitment and selection of participants, the research was advertised in different messaging apps groups. The researcher made the invitation through a message published in the groups, informing about the research, the objective, the procedure, and the telephone contact. The participants were indicated by their own family members or by third parties who had contact with the children. The criteria for participating in the research were: having a maximum of 60% of correct answers in reading sentences in the Reading and Writing Network Assessment; having a computer and internet access at home; presenting behaviors such as remaining seated for the research activities, paying attention to the tasks and following the researcher's instructions and questioning her if there were doubts, and availability to participate at least three times a week in the online activities. Pre- and post-intervention and multiple probes between teaching matrices designs were employed. The teaching consisted of EBI and on the organization of stimuli in matrices, and it was conducted via a remotely and synchronously computerized procedure. Three teaching matrices were used, respecting a sentence complexity hierarchy. In the teaching sessions, the three diagonal sentences from each of the three matrices were used, totaling nine teaching sentences. For the evaluation of recombinative generalization, the nine trained sentences, six intra-matrix generalization sentences and 12 stimuli from the recombination of the elements of the three matrices (inter-matrix generalization) were used, being a total of 27 sentences in the study. The phases sequences were: 1) Initial evaluation: Reading and Writing Network Assessment, Syntactic Awareness Test and Generalization Evaluation: Typed Dictated Sentence Test; 2) Teaching the relation dictated sentence-figure (AB) and the relation dictated sentence-written sentence construction (AE); 3) Probes between the matrices; and 4) Final evaluation: Initial evaluation: Reading and Writing Network Assessment, Syntactic Awareness Test and Generalization Evaluation: Typed Dictated Sentence Test. Participants strengthened or learned the taught relations AB and AE for the taught matrices. In the assessed relations, they also strengthened and/or showed emergence of relations not directly taught. Overall, participants demonstrated increased reading comprehension repertoire (BC and CB relations) for the taught and recombined sentences, as well as increased correct sentence reading responses (CD). The data showed that the teaching conditions applied remotely and synchronously contributed to the learning of sentence reading for school-age children. Investment in studies that aim seek to develop computerized teaching procedures, especially in the pandemic context, may contribute to the learning of students in the literacy process. |
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Silva, Natany FerreiraPostalli, Lidia Maria Marsonhttp://lattes.cnpq.br/2748282330028870http://lattes.cnpq.br/42101438401100032021-09-10T13:07:31Z2021-09-10T13:07:31Z2021-04-28SILVA, Natany Ferreira. Efeitos de um procedimento informatizado e aplicado de forma remota e síncrona na leitura e escrita de sentenças para crianças em idade escolar. 2021. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14846.https://repositorio.ufscar.br/handle/ufscar/14846Reading and writing repertoires are fundamental for learning more complex academic skills and enable individuals to be more autonomous. Behavior analysis has demonstrated success in applying the equivalence-based instruction (EBI) model of sentence reading instruction to children with learning disabilities. This study replicated and evaluated the effects of a computerized equivalence-based instruction (EBI) procedure on reading and writing in school-aged children. Six children, from three Brazilian states, aged from 8 to 10 years old, attented enrolled in the 2nd and 4th grades of elementary school participated in the study. For recruitment and selection of participants, the research was advertised in different messaging apps groups. The researcher made the invitation through a message published in the groups, informing about the research, the objective, the procedure, and the telephone contact. The participants were indicated by their own family members or by third parties who had contact with the children. The criteria for participating in the research were: having a maximum of 60% of correct answers in reading sentences in the Reading and Writing Network Assessment; having a computer and internet access at home; presenting behaviors such as remaining seated for the research activities, paying attention to the tasks and following the researcher's instructions and questioning her if there were doubts, and availability to participate at least three times a week in the online activities. Pre- and post-intervention and multiple probes between teaching matrices designs were employed. The teaching consisted of EBI and on the organization of stimuli in matrices, and it was conducted via a remotely and synchronously computerized procedure. Three teaching matrices were used, respecting a sentence complexity hierarchy. In the teaching sessions, the three diagonal sentences from each of the three matrices were used, totaling nine teaching sentences. For the evaluation of recombinative generalization, the nine trained sentences, six intra-matrix generalization sentences and 12 stimuli from the recombination of the elements of the three matrices (inter-matrix generalization) were used, being a total of 27 sentences in the study. The phases sequences were: 1) Initial evaluation: Reading and Writing Network Assessment, Syntactic Awareness Test and Generalization Evaluation: Typed Dictated Sentence Test; 2) Teaching the relation dictated sentence-figure (AB) and the relation dictated sentence-written sentence construction (AE); 3) Probes between the matrices; and 4) Final evaluation: Initial evaluation: Reading and Writing Network Assessment, Syntactic Awareness Test and Generalization Evaluation: Typed Dictated Sentence Test. Participants strengthened or learned the taught relations AB and AE for the taught matrices. In the assessed relations, they also strengthened and/or showed emergence of relations not directly taught. Overall, participants demonstrated increased reading comprehension repertoire (BC and CB relations) for the taught and recombined sentences, as well as increased correct sentence reading responses (CD). The data showed that the teaching conditions applied remotely and synchronously contributed to the learning of sentence reading for school-age children. Investment in studies that aim seek to develop computerized teaching procedures, especially in the pandemic context, may contribute to the learning of students in the literacy process.Os repertórios de leitura e escrita são fundamentais para a aprendizagem de habilidades acadêmicas mais complexas e possibilitam a autonomia dos indivíduos. A análise do comportamento tem demonstrado sucesso na aplicação de ensino baseado em equivalência (equivalence-based instruction, EBI) para instrução de leitura para diferentes populações. Este estudo teve como objetivo replicar e avaliar os efeitos de um procedimento informatizado de ensino de leitura baseado em equivalência (equivalence-based instruction, EBI) e na organização dos estímulos em matrizes, na leitura e na escrita de sentenças de crianças com idade escolar. Participaram seis crianças, de três Estados do Brasil, com idades entre 8 e 10 anos, matriculadas no 2º e 4ª ano do ensino fundamental. Para recrutamento e seleção dos participantes, a pesquisa foi divulgada em diferentes grupos de um aplicativo de mensagens. A pesquisadora realizava o convite por meio de uma mensagem publicada nos grupos, informando sobre a pesquisa, o objetivo, o procedimento e o contato telefônico. Os participantes foram indicados pelos seus próprios familiares ou por terceiros que tinham contato com as crianças. O critério para participar da pesquisa era apresentar no máximo 60% de acertos na leitura de sentenças na Avaliação da Rede de Relações de Linguagem (ARRL); ter computador e acesso à internet em casa; apresentar comportamentos como permanecer sentado para realizar as atividades da pesquisa, atentar-se às tarefas e seguir as instruções da pesquisadora e questioná-la, caso houvessem dúvidas, e disponibilidade para participar, pelo menos, três vezes por semana das atividades online. Foram empregados os delineamentos de pré e pós-intervenção e de múltiplas sondagens entre matrizes. O ensino consistiu de EBI e da organização de estímulos em matrizes, sendo conduzido via procedimento informatizado de forma remota e síncrona. Foram utilizadas três matrizes de ensino que respeitavam uma hierarquia de complexidade nas sentenças. Nas sessões de ensino, foram utilizadas as três sentenças da diagonal de cada uma das três matrizes, totalizando nove sentenças de ensino. Para avaliação de generalização recombinativa, foram empregadas seis sentenças de generalização intra-matriz e 12 estímulos da recombinação dos elementos das três matrizes (generalização entre-matrizes), sendo ao todo 27 sentenças no estudo. As etapas foram: 1) Avaliação inicial: ARRL, Prova de Consciência Sintática (PCS) e Avaliação da generalização: Teste da sentença ditada digitada; 2) Ensino da relação sentença ditada- figura (AB) e da relação sentença ditada – construção da sentença escrita (AE); 3) Sondas sucessivas entre o ensino das matrizes; e 4) Avaliação final: ARRL, PCS e Avaliação da generalização: Teste da sentença ditada digitada. Os resultados demostraram que os participantes fortaleceram ou aprenderam as relações ensinadas AB e AE para as matrizes ensinadas. Os participantes também fortaleceram e/ou apresentaram emergência de relações não ensinadas diretamente, demonstrando aumento de repertório de compreensão de leitura (relações BC e CB) para as sentenças de ensino e sentenças recombinadas, bem como o aumento de respostas corretas de leitura de sentenças (CD). Os dados mostraram que as condições de ensino aplicadas de forma remota e síncrona contribuíram para aprendizagem de leitura de sentenças para crianças em idade escolar. O investimento em estudos que buscam desenvolver procedimentos de ensino informatizados com sentenças, especialmente no contexto de pandemia, pode contribuir na aprendizagem de alunos em processo de alfabetização.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)Processo #23038.006212/2019-97porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessLeituraEscritaSentençasEnsino por matrizesCOVID-19CriançasEquivalence based instructionReadingWritingSentencesChildrenMatrix trainingCIENCIAS HUMANAS::EDUCACAOEfeitos de um procedimento informatizado e aplicado de forma remota e síncrona na leitura e escrita de sentenças para crianças em idade escolarEffects of a computerized procedure and remotely applied and synchronously in the reading and writing of sentences for school-age childreninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissertação_2021_Silva, Natany Ferreira.pdfDissertação_2021_Silva, Natany Ferreira.pdfRelatório de pesquisaapplication/pdf4995487https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/14846/1/Dissertac%cc%a7a%cc%83o_2021_Silva%2c%20Natany%20Ferreira.pdf3fecb4287ba6099b7cd640c092568e09MD51Carta-autorizacao-para-autodeposito_Natany.pdfCarta-autorizacao-para-autodeposito_Natany.pdfCarta comprovanteapplication/pdf364200https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/14846/3/Carta-autorizacao-para-autodeposito_Natany.pdfa248f21150a4b3289cf74e972084b1c1MD53CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/14846/4/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD54TEXTDissertação_2021_Silva, Natany Ferreira.pdf.txtDissertação_2021_Silva, Natany Ferreira.pdf.txtExtracted texttext/plain285281https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/14846/5/Dissertac%cc%a7a%cc%83o_2021_Silva%2c%20Natany%20Ferreira.pdf.txt5316de746addcda4684b51e80aa732bfMD55Carta-autorizacao-para-autodeposito_Natany.pdf.txtCarta-autorizacao-para-autodeposito_Natany.pdf.txtExtracted texttext/plain1915https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/14846/7/Carta-autorizacao-para-autodeposito_Natany.pdf.txt2281f2eab0195ac78daba18bb18b404cMD57THUMBNAILDissertação_2021_Silva, Natany Ferreira.pdf.jpgDissertação_2021_Silva, Natany Ferreira.pdf.jpgIM Thumbnailimage/jpeg6567https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/14846/6/Dissertac%cc%a7a%cc%83o_2021_Silva%2c%20Natany%20Ferreira.pdf.jpg57ac2a82e88e37690fcdbcd5512ac379MD56Carta-autorizacao-para-autodeposito_Natany.pdf.jpgCarta-autorizacao-para-autodeposito_Natany.pdf.jpgIM Thumbnailimage/jpeg13751https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/14846/8/Carta-autorizacao-para-autodeposito_Natany.pdf.jpg8781822e989ad83a84b5d0ad172eb5bcMD58ufscar/148462021-09-11 03:38:02.183oai:repositorio.ufscar.br:ufscar/14846Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-05-25T13:02:04.701082Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Efeitos de um procedimento informatizado e aplicado de forma remota e síncrona na leitura e escrita de sentenças para crianças em idade escolar |
dc.title.alternative.eng.fl_str_mv |
Effects of a computerized procedure and remotely applied and synchronously in the reading and writing of sentences for school-age children |
title |
Efeitos de um procedimento informatizado e aplicado de forma remota e síncrona na leitura e escrita de sentenças para crianças em idade escolar |
spellingShingle |
Efeitos de um procedimento informatizado e aplicado de forma remota e síncrona na leitura e escrita de sentenças para crianças em idade escolar Silva, Natany Ferreira Leitura Escrita Sentenças Ensino por matrizes COVID-19 Crianças Equivalence based instruction Reading Writing Sentences Children Matrix training CIENCIAS HUMANAS::EDUCACAO |
title_short |
Efeitos de um procedimento informatizado e aplicado de forma remota e síncrona na leitura e escrita de sentenças para crianças em idade escolar |
title_full |
Efeitos de um procedimento informatizado e aplicado de forma remota e síncrona na leitura e escrita de sentenças para crianças em idade escolar |
title_fullStr |
Efeitos de um procedimento informatizado e aplicado de forma remota e síncrona na leitura e escrita de sentenças para crianças em idade escolar |
title_full_unstemmed |
Efeitos de um procedimento informatizado e aplicado de forma remota e síncrona na leitura e escrita de sentenças para crianças em idade escolar |
title_sort |
Efeitos de um procedimento informatizado e aplicado de forma remota e síncrona na leitura e escrita de sentenças para crianças em idade escolar |
author |
Silva, Natany Ferreira |
author_facet |
Silva, Natany Ferreira |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/4210143840110003 |
dc.contributor.author.fl_str_mv |
Silva, Natany Ferreira |
dc.contributor.advisor1.fl_str_mv |
Postalli, Lidia Maria Marson |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2748282330028870 |
contributor_str_mv |
Postalli, Lidia Maria Marson |
dc.subject.por.fl_str_mv |
Leitura Escrita Sentenças Ensino por matrizes COVID-19 Crianças |
topic |
Leitura Escrita Sentenças Ensino por matrizes COVID-19 Crianças Equivalence based instruction Reading Writing Sentences Children Matrix training CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Equivalence based instruction Reading Writing Sentences Children Matrix training |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Reading and writing repertoires are fundamental for learning more complex academic skills and enable individuals to be more autonomous. Behavior analysis has demonstrated success in applying the equivalence-based instruction (EBI) model of sentence reading instruction to children with learning disabilities. This study replicated and evaluated the effects of a computerized equivalence-based instruction (EBI) procedure on reading and writing in school-aged children. Six children, from three Brazilian states, aged from 8 to 10 years old, attented enrolled in the 2nd and 4th grades of elementary school participated in the study. For recruitment and selection of participants, the research was advertised in different messaging apps groups. The researcher made the invitation through a message published in the groups, informing about the research, the objective, the procedure, and the telephone contact. The participants were indicated by their own family members or by third parties who had contact with the children. The criteria for participating in the research were: having a maximum of 60% of correct answers in reading sentences in the Reading and Writing Network Assessment; having a computer and internet access at home; presenting behaviors such as remaining seated for the research activities, paying attention to the tasks and following the researcher's instructions and questioning her if there were doubts, and availability to participate at least three times a week in the online activities. Pre- and post-intervention and multiple probes between teaching matrices designs were employed. The teaching consisted of EBI and on the organization of stimuli in matrices, and it was conducted via a remotely and synchronously computerized procedure. Three teaching matrices were used, respecting a sentence complexity hierarchy. In the teaching sessions, the three diagonal sentences from each of the three matrices were used, totaling nine teaching sentences. For the evaluation of recombinative generalization, the nine trained sentences, six intra-matrix generalization sentences and 12 stimuli from the recombination of the elements of the three matrices (inter-matrix generalization) were used, being a total of 27 sentences in the study. The phases sequences were: 1) Initial evaluation: Reading and Writing Network Assessment, Syntactic Awareness Test and Generalization Evaluation: Typed Dictated Sentence Test; 2) Teaching the relation dictated sentence-figure (AB) and the relation dictated sentence-written sentence construction (AE); 3) Probes between the matrices; and 4) Final evaluation: Initial evaluation: Reading and Writing Network Assessment, Syntactic Awareness Test and Generalization Evaluation: Typed Dictated Sentence Test. Participants strengthened or learned the taught relations AB and AE for the taught matrices. In the assessed relations, they also strengthened and/or showed emergence of relations not directly taught. Overall, participants demonstrated increased reading comprehension repertoire (BC and CB relations) for the taught and recombined sentences, as well as increased correct sentence reading responses (CD). The data showed that the teaching conditions applied remotely and synchronously contributed to the learning of sentence reading for school-age children. Investment in studies that aim seek to develop computerized teaching procedures, especially in the pandemic context, may contribute to the learning of students in the literacy process. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-09-10T13:07:31Z |
dc.date.available.fl_str_mv |
2021-09-10T13:07:31Z |
dc.date.issued.fl_str_mv |
2021-04-28 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SILVA, Natany Ferreira. Efeitos de um procedimento informatizado e aplicado de forma remota e síncrona na leitura e escrita de sentenças para crianças em idade escolar. 2021. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14846. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/14846 |
identifier_str_mv |
SILVA, Natany Ferreira. Efeitos de um procedimento informatizado e aplicado de forma remota e síncrona na leitura e escrita de sentenças para crianças em idade escolar. 2021. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14846. |
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openAccess |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação Especial - PPGEEs |
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Universidade Federal de São Carlos Câmpus São Carlos |
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