Direito à educação básica no Distrito Federal: a complexa relação entre sua compreensão e a atuação de diferentes atores sociais
Ano de defesa: | 2018 |
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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 Católica de Brasília
|
Programa de Pós-Graduação: |
Programa Stricto Sensu em Educação
|
Departamento: |
Escola de Educação, Tecnologia e Comunicação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Área do conhecimento CNPq: | |
Resumo em Inglês: | This work is linked to the research line Policy, Management and Economics of Education, whose object of analysis consists in the Right to Education in the perspective of the constitutional principle of access and permanence of students in the school. The Right to Education, according to normative presuppositions, consists in the obligation of the State, together with the family and society, to guarantee public education, free and secular to all students. Its effectiveness and enforceability demand the performance of different social actors. Despite all the advances observed in the offer of public education in the country, it is noted that there are still a large number of students without attending school. It is also considered the large number of students enrolled who do not finish the studies at the expected age and who present learning deficits related to the stage or to the finished level. It is necessary to ensure the access of the students to school and the means of their progressive stay with learning. In this scope, it is questioned how the Right to Basic Education in the Federal District is understood by different social actors and how these act in the effectiveness and enforceability of this right? The general objective of this study is to analyze critically and understand the scope of the Right to Basic Education in the Federal District, in the perspective of the constitutional principle of access and permanence of students, based on the understanding and action of different actors in their effectiveness and enforceability. These actors are designed by school operators, public management operators and operators of the law. This is a qualitative research, exploratory in nature, whose research strategy is the multiple case study. The procedures used to collect and generate data were documental research, semi-structured individual interviews and focus group. The Critical Theory was adopted as theoretical foundation that guided the analysis of this thesis. As a procedure of treatment and analysis of the data, it was used the methodological perspective of content analysis. The study revealed that the Right to Education is understood in accordance with the constitutional provisions, and it recognized the documents on which is found and regulated, distinguishing the officials and beneficiaries of that right between the state and citizens. However, this understanding, by itself, is not enough to that the effectiveness and enforceability of this right to occur. This formulation comes from the findings observed in the understanding of the operators surveyed, in which the absence of more active postures, of selfresponsibility, related to the protagonism of the actions needed for the Right to Education becomes effective, has repercussions on the way how social actors mobilize to guarantee the realization of this right and its own rights, weakening its potential of effectiveness and enforceability. However, in the design and implementation of the public policies, it is primarily up to the government to prioritize the right to quality public education for all, so that this right can be realized and promotes the desired social changes, as well as the realization of a social justice. |
Link de acesso: | https://bdtd.ucb.br:8443/jspui/handle/tede/2419 |
Resumo: | This work is linked to the research line Policy, Management and Economics of Education, whose object of analysis consists in the Right to Education in the perspective of the constitutional principle of access and permanence of students in the school. The Right to Education, according to normative presuppositions, consists in the obligation of the State, together with the family and society, to guarantee public education, free and secular to all students. Its effectiveness and enforceability demand the performance of different social actors. Despite all the advances observed in the offer of public education in the country, it is noted that there are still a large number of students without attending school. It is also considered the large number of students enrolled who do not finish the studies at the expected age and who present learning deficits related to the stage or to the finished level. It is necessary to ensure the access of the students to school and the means of their progressive stay with learning. In this scope, it is questioned how the Right to Basic Education in the Federal District is understood by different social actors and how these act in the effectiveness and enforceability of this right? The general objective of this study is to analyze critically and understand the scope of the Right to Basic Education in the Federal District, in the perspective of the constitutional principle of access and permanence of students, based on the understanding and action of different actors in their effectiveness and enforceability. These actors are designed by school operators, public management operators and operators of the law. This is a qualitative research, exploratory in nature, whose research strategy is the multiple case study. The procedures used to collect and generate data were documental research, semi-structured individual interviews and focus group. The Critical Theory was adopted as theoretical foundation that guided the analysis of this thesis. As a procedure of treatment and analysis of the data, it was used the methodological perspective of content analysis. The study revealed that the Right to Education is understood in accordance with the constitutional provisions, and it recognized the documents on which is found and regulated, distinguishing the officials and beneficiaries of that right between the state and citizens. However, this understanding, by itself, is not enough to that the effectiveness and enforceability of this right to occur. This formulation comes from the findings observed in the understanding of the operators surveyed, in which the absence of more active postures, of selfresponsibility, related to the protagonism of the actions needed for the Right to Education becomes effective, has repercussions on the way how social actors mobilize to guarantee the realization of this right and its own rights, weakening its potential of effectiveness and enforceability. However, in the design and implementation of the public policies, it is primarily up to the government to prioritize the right to quality public education for all, so that this right can be realized and promotes the desired social changes, as well as the realization of a social justice. |
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Cunha, Célio dahttp://lattes.cnpq.br/8960254836406881http://lattes.cnpq.br/8730441404038297Limeira, Luciana Cordeiro2018-06-19T16:45:04Z2018-02-26LIMEIRA, Luciana Cordeiro. Direito à educação básica no Distrito Federal: a complexa relação entre sua compreensão e a atuação de diferentes atores sociais. 2018. 316 f. Tese (Programa Stricto Sensu em Educação) - Universidade Católica de Brasília, Brasília, 2018.https://bdtd.ucb.br:8443/jspui/handle/tede/2419This work is linked to the research line Policy, Management and Economics of Education, whose object of analysis consists in the Right to Education in the perspective of the constitutional principle of access and permanence of students in the school. The Right to Education, according to normative presuppositions, consists in the obligation of the State, together with the family and society, to guarantee public education, free and secular to all students. Its effectiveness and enforceability demand the performance of different social actors. Despite all the advances observed in the offer of public education in the country, it is noted that there are still a large number of students without attending school. It is also considered the large number of students enrolled who do not finish the studies at the expected age and who present learning deficits related to the stage or to the finished level. It is necessary to ensure the access of the students to school and the means of their progressive stay with learning. In this scope, it is questioned how the Right to Basic Education in the Federal District is understood by different social actors and how these act in the effectiveness and enforceability of this right? The general objective of this study is to analyze critically and understand the scope of the Right to Basic Education in the Federal District, in the perspective of the constitutional principle of access and permanence of students, based on the understanding and action of different actors in their effectiveness and enforceability. These actors are designed by school operators, public management operators and operators of the law. This is a qualitative research, exploratory in nature, whose research strategy is the multiple case study. The procedures used to collect and generate data were documental research, semi-structured individual interviews and focus group. The Critical Theory was adopted as theoretical foundation that guided the analysis of this thesis. As a procedure of treatment and analysis of the data, it was used the methodological perspective of content analysis. The study revealed that the Right to Education is understood in accordance with the constitutional provisions, and it recognized the documents on which is found and regulated, distinguishing the officials and beneficiaries of that right between the state and citizens. However, this understanding, by itself, is not enough to that the effectiveness and enforceability of this right to occur. This formulation comes from the findings observed in the understanding of the operators surveyed, in which the absence of more active postures, of selfresponsibility, related to the protagonism of the actions needed for the Right to Education becomes effective, has repercussions on the way how social actors mobilize to guarantee the realization of this right and its own rights, weakening its potential of effectiveness and enforceability. However, in the design and implementation of the public policies, it is primarily up to the government to prioritize the right to quality public education for all, so that this right can be realized and promotes the desired social changes, as well as the realization of a social justice.Este trabalho vincula-se à linha de investigação Política, Gestão e Economia da Educação, cujo objeto de análise consiste no Direito à Educação na perspectiva do princípio constitucional de acesso e permanência dos estudantes na escola. O Direito à Educação, conforme os pressupostos normativos, consiste na obrigação do Estado, juntamente com a família e a sociedade, de garantir a educação pública, laica e gratuita a todos os estudantes. Sua efetivação e exigibilidade demandam a atuação de diferentes atores sociais. Apesar de todos os avanços observados na oferta de educação pública no País, constata-se que ainda há um grande número de estudantes sem frequentar a escola. Considere-se também a grande parcela de estudantes matriculados que não conclui os estudos na idade prevista e que apresentam déficits de aprendizagem relativos à etapa ou ao nível finalizado. É necessário, pois, garantir o acesso dos estudantes na escola e os meios de sua permanência progressiva com aprendizagem. Nesse escopo, questiona-se como o Direito à Educação Básica no Distrito Federal é compreendido por diferentes atores sociais e como estes atuam na efetivação e exigibilidade desse direito? O objetivo geral deste trabalho incide em analisar criticamente e compreender o alcance do Direito à Educação Básica no Distrito Federal, na perspectiva do princípio constitucional de acesso e permanência dos estudantes, a partir da compreensão e da atuação de diferentes atores em sua efetivação e exigibilidade. Esses atores são concebidos pelos operadores escolares, operadores de gestão pública e operadores do direito. Trata-se de uma pesquisa de abordagem qualitativa, de caráter exploratório, cuja estratégia de pesquisa é o estudo de caso múltiplos. Como procedimentos para levantamento e geração de dados, fez uso da pesquisa documental, de entrevistas individuais semiestruturadas e de grupo focal. Como fundamentação teóricometodológica que orientou as análises desta tese, empreendeu-se a Teoria Crítica e como procedimentos de tratamento e de análise dos dados, utilizou-se a perspectiva metodológica da análise de conteúdo. O trabalho realizado evidenciou que o Direito à Educação é compreendido, em conformidade com os preceitos constitucionais, sendo-lhe reconhecidos os documentos em que se encontra positivado e normatizado e distinguindo-se os responsáveis e beneficiários desse direito entre o Estado e os cidadãos. No entanto, essa compreensão, por si só, não basta para que a efetivação e exigibilidade desse direito ocorram. Essa formulação advém das constatações observadas na compreensão dos operadores pesquisados, em que a ausência de posturas mais ativas, de auto responsabilização, relativas ao protagonismo das ações necessárias para que o Direito à Educação se efetive, repercute na forma como os atores sociais se mobilizam para garantir a realização desse direito e de seus próprios direitos, enfraquecendo seu potencial de efetivação e exigibilidade. Contudo, primordialmente, cabe aos governantes, no desenho e implantação de suas políticas públicas, priorizar o Direito à Educação pública de qualidade para todos de forma que esse direito se realize e promova as transformações sociais almejadas, bem como a realização de justiça social.Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-06-19T16:43:19Z No. of bitstreams: 1 LucianaCordeiroLimeiraTese2018.pdf: 2940768 bytes, checksum: ec3abb3643789e5307ed24dbc0debb90 (MD5)Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-06-19T16:45:04Z (GMT) No. of bitstreams: 1 LucianaCordeiroLimeiraTese2018.pdf: 2940768 bytes, checksum: ec3abb3643789e5307ed24dbc0debb90 (MD5)Made available in DSpace on 2018-06-19T16:45:04Z (GMT). No. of bitstreams: 1 LucianaCordeiroLimeiraTese2018.pdf: 2940768 bytes, checksum: ec3abb3643789e5307ed24dbc0debb90 (MD5) Previous issue date: 2018-02-26application/pdfhttps://bdtd.ucb.br:8443/jspui/retrieve/5744/LucianaCordeiroLimeiraTese2018.pdf.jpgporUniversidade Católica de BrasíliaPrograma Stricto Sensu em EducaçãoUCBBrasilEscola de Educação, Tecnologia e ComunicaçãoDireito à educaçãoEducação básicaPolíticas públicasAtores sociaisJustiça socialDireitos fundamentaisEvasão escolarRight to educationBasic educationPublic policySocial actorsSocial justiceCNPQ::CIENCIAS HUMANAS::EDUCACAODireito à educação básica no Distrito Federal: a complexa relação entre sua compreensão e a atuação de diferentes atores sociaisinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UCBinstname:Universidade Católica de Brasíliainstacron:UCBTHUMBNAILLucianaCordeiroLimeiraTese2018.pdf.jpgLucianaCordeiroLimeiraTese2018.pdf.jpgimage/jpeg5415https://bdtd.ucb.br:8443/jspui/bitstream/tede/2419/4/LucianaCordeiroLimeiraTese2018.pdf.jpg6ff024971be83e228db3ae29ad485d79MD54TEXTLucianaCordeiroLimeiraTese2018.pdf.txtLucianaCordeiroLimeiraTese2018.pdf.txttext/plain981422https://bdtd.ucb.br:8443/jspui/bitstream/tede/2419/3/LucianaCordeiroLimeiraTese2018.pdf.txt486db1d2954b32e1620bc26c968b81fbMD53ORIGINALLucianaCordeiroLimeiraTese2018.pdfLucianaCordeiroLimeiraTese2018.pdfapplication/pdf2940768https://bdtd.ucb.br:8443/jspui/bitstream/tede/2419/2/LucianaCordeiroLimeiraTese2018.pdfec3abb3643789e5307ed24dbc0debb90MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81905https://bdtd.ucb.br:8443/jspui/bitstream/tede/2419/1/license.txt75558dcf859532757239878b42f1c2c7MD51tede/2419oai:bdtd.ucb.br:tede/24192018-06-20 01:06:10.282Biblioteca Digital de Dissertações da Universidade Católica de Brasília - UCBsdi@ucb.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 |
dc.title.por.fl_str_mv |
Direito à educação básica no Distrito Federal: a complexa relação entre sua compreensão e a atuação de diferentes atores sociais |
title |
Direito à educação básica no Distrito Federal: a complexa relação entre sua compreensão e a atuação de diferentes atores sociais |
spellingShingle |
Direito à educação básica no Distrito Federal: a complexa relação entre sua compreensão e a atuação de diferentes atores sociais Limeira, Luciana Cordeiro Direito à educação Educação básica Políticas públicas Atores sociais Justiça social Direitos fundamentais Evasão escolar Right to education Basic education Public policy Social actors Social justice CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Direito à educação básica no Distrito Federal: a complexa relação entre sua compreensão e a atuação de diferentes atores sociais |
title_full |
Direito à educação básica no Distrito Federal: a complexa relação entre sua compreensão e a atuação de diferentes atores sociais |
title_fullStr |
Direito à educação básica no Distrito Federal: a complexa relação entre sua compreensão e a atuação de diferentes atores sociais |
title_full_unstemmed |
Direito à educação básica no Distrito Federal: a complexa relação entre sua compreensão e a atuação de diferentes atores sociais |
title_sort |
Direito à educação básica no Distrito Federal: a complexa relação entre sua compreensão e a atuação de diferentes atores sociais |
author |
Limeira, Luciana Cordeiro |
author_facet |
Limeira, Luciana Cordeiro |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cunha, Célio da |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8960254836406881 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8730441404038297 |
dc.contributor.author.fl_str_mv |
Limeira, Luciana Cordeiro |
contributor_str_mv |
Cunha, Célio da |
dc.subject.por.fl_str_mv |
Direito à educação Educação básica Políticas públicas Atores sociais Justiça social Direitos fundamentais Evasão escolar Right to education Basic education Public policy Social actors Social justice |
topic |
Direito à educação Educação básica Políticas públicas Atores sociais Justiça social Direitos fundamentais Evasão escolar Right to education Basic education Public policy Social actors Social justice CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.description.abstract.eng.fl_txt_mv |
This work is linked to the research line Policy, Management and Economics of Education, whose object of analysis consists in the Right to Education in the perspective of the constitutional principle of access and permanence of students in the school. The Right to Education, according to normative presuppositions, consists in the obligation of the State, together with the family and society, to guarantee public education, free and secular to all students. Its effectiveness and enforceability demand the performance of different social actors. Despite all the advances observed in the offer of public education in the country, it is noted that there are still a large number of students without attending school. It is also considered the large number of students enrolled who do not finish the studies at the expected age and who present learning deficits related to the stage or to the finished level. It is necessary to ensure the access of the students to school and the means of their progressive stay with learning. In this scope, it is questioned how the Right to Basic Education in the Federal District is understood by different social actors and how these act in the effectiveness and enforceability of this right? The general objective of this study is to analyze critically and understand the scope of the Right to Basic Education in the Federal District, in the perspective of the constitutional principle of access and permanence of students, based on the understanding and action of different actors in their effectiveness and enforceability. These actors are designed by school operators, public management operators and operators of the law. This is a qualitative research, exploratory in nature, whose research strategy is the multiple case study. The procedures used to collect and generate data were documental research, semi-structured individual interviews and focus group. The Critical Theory was adopted as theoretical foundation that guided the analysis of this thesis. As a procedure of treatment and analysis of the data, it was used the methodological perspective of content analysis. The study revealed that the Right to Education is understood in accordance with the constitutional provisions, and it recognized the documents on which is found and regulated, distinguishing the officials and beneficiaries of that right between the state and citizens. However, this understanding, by itself, is not enough to that the effectiveness and enforceability of this right to occur. This formulation comes from the findings observed in the understanding of the operators surveyed, in which the absence of more active postures, of selfresponsibility, related to the protagonism of the actions needed for the Right to Education becomes effective, has repercussions on the way how social actors mobilize to guarantee the realization of this right and its own rights, weakening its potential of effectiveness and enforceability. However, in the design and implementation of the public policies, it is primarily up to the government to prioritize the right to quality public education for all, so that this right can be realized and promotes the desired social changes, as well as the realization of a social justice. |
dc.description.abstract.por.fl_txt_mv |
Este trabalho vincula-se à linha de investigação Política, Gestão e Economia da Educação, cujo objeto de análise consiste no Direito à Educação na perspectiva do princípio constitucional de acesso e permanência dos estudantes na escola. O Direito à Educação, conforme os pressupostos normativos, consiste na obrigação do Estado, juntamente com a família e a sociedade, de garantir a educação pública, laica e gratuita a todos os estudantes. Sua efetivação e exigibilidade demandam a atuação de diferentes atores sociais. Apesar de todos os avanços observados na oferta de educação pública no País, constata-se que ainda há um grande número de estudantes sem frequentar a escola. Considere-se também a grande parcela de estudantes matriculados que não conclui os estudos na idade prevista e que apresentam déficits de aprendizagem relativos à etapa ou ao nível finalizado. É necessário, pois, garantir o acesso dos estudantes na escola e os meios de sua permanência progressiva com aprendizagem. Nesse escopo, questiona-se como o Direito à Educação Básica no Distrito Federal é compreendido por diferentes atores sociais e como estes atuam na efetivação e exigibilidade desse direito? O objetivo geral deste trabalho incide em analisar criticamente e compreender o alcance do Direito à Educação Básica no Distrito Federal, na perspectiva do princípio constitucional de acesso e permanência dos estudantes, a partir da compreensão e da atuação de diferentes atores em sua efetivação e exigibilidade. Esses atores são concebidos pelos operadores escolares, operadores de gestão pública e operadores do direito. Trata-se de uma pesquisa de abordagem qualitativa, de caráter exploratório, cuja estratégia de pesquisa é o estudo de caso múltiplos. Como procedimentos para levantamento e geração de dados, fez uso da pesquisa documental, de entrevistas individuais semiestruturadas e de grupo focal. Como fundamentação teóricometodológica que orientou as análises desta tese, empreendeu-se a Teoria Crítica e como procedimentos de tratamento e de análise dos dados, utilizou-se a perspectiva metodológica da análise de conteúdo. O trabalho realizado evidenciou que o Direito à Educação é compreendido, em conformidade com os preceitos constitucionais, sendo-lhe reconhecidos os documentos em que se encontra positivado e normatizado e distinguindo-se os responsáveis e beneficiários desse direito entre o Estado e os cidadãos. No entanto, essa compreensão, por si só, não basta para que a efetivação e exigibilidade desse direito ocorram. Essa formulação advém das constatações observadas na compreensão dos operadores pesquisados, em que a ausência de posturas mais ativas, de auto responsabilização, relativas ao protagonismo das ações necessárias para que o Direito à Educação se efetive, repercute na forma como os atores sociais se mobilizam para garantir a realização desse direito e de seus próprios direitos, enfraquecendo seu potencial de efetivação e exigibilidade. Contudo, primordialmente, cabe aos governantes, no desenho e implantação de suas políticas públicas, priorizar o Direito à Educação pública de qualidade para todos de forma que esse direito se realize e promova as transformações sociais almejadas, bem como a realização de justiça social. |
description |
This work is linked to the research line Policy, Management and Economics of Education, whose object of analysis consists in the Right to Education in the perspective of the constitutional principle of access and permanence of students in the school. The Right to Education, according to normative presuppositions, consists in the obligation of the State, together with the family and society, to guarantee public education, free and secular to all students. Its effectiveness and enforceability demand the performance of different social actors. Despite all the advances observed in the offer of public education in the country, it is noted that there are still a large number of students without attending school. It is also considered the large number of students enrolled who do not finish the studies at the expected age and who present learning deficits related to the stage or to the finished level. It is necessary to ensure the access of the students to school and the means of their progressive stay with learning. In this scope, it is questioned how the Right to Basic Education in the Federal District is understood by different social actors and how these act in the effectiveness and enforceability of this right? The general objective of this study is to analyze critically and understand the scope of the Right to Basic Education in the Federal District, in the perspective of the constitutional principle of access and permanence of students, based on the understanding and action of different actors in their effectiveness and enforceability. These actors are designed by school operators, public management operators and operators of the law. This is a qualitative research, exploratory in nature, whose research strategy is the multiple case study. The procedures used to collect and generate data were documental research, semi-structured individual interviews and focus group. The Critical Theory was adopted as theoretical foundation that guided the analysis of this thesis. As a procedure of treatment and analysis of the data, it was used the methodological perspective of content analysis. The study revealed that the Right to Education is understood in accordance with the constitutional provisions, and it recognized the documents on which is found and regulated, distinguishing the officials and beneficiaries of that right between the state and citizens. However, this understanding, by itself, is not enough to that the effectiveness and enforceability of this right to occur. This formulation comes from the findings observed in the understanding of the operators surveyed, in which the absence of more active postures, of selfresponsibility, related to the protagonism of the actions needed for the Right to Education becomes effective, has repercussions on the way how social actors mobilize to guarantee the realization of this right and its own rights, weakening its potential of effectiveness and enforceability. However, in the design and implementation of the public policies, it is primarily up to the government to prioritize the right to quality public education for all, so that this right can be realized and promotes the desired social changes, as well as the realization of a social justice. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-06-19T16:45:04Z |
dc.date.issued.fl_str_mv |
2018-02-26 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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dc.identifier.citation.fl_str_mv |
LIMEIRA, Luciana Cordeiro. Direito à educação básica no Distrito Federal: a complexa relação entre sua compreensão e a atuação de diferentes atores sociais. 2018. 316 f. Tese (Programa Stricto Sensu em Educação) - Universidade Católica de Brasília, Brasília, 2018. |
dc.identifier.uri.fl_str_mv |
https://bdtd.ucb.br:8443/jspui/handle/tede/2419 |
identifier_str_mv |
LIMEIRA, Luciana Cordeiro. Direito à educação básica no Distrito Federal: a complexa relação entre sua compreensão e a atuação de diferentes atores sociais. 2018. 316 f. Tese (Programa Stricto Sensu em Educação) - Universidade Católica de Brasília, Brasília, 2018. |
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https://bdtd.ucb.br:8443/jspui/handle/tede/2419 |
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por |
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Universidade Católica de Brasília |
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UCB |
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Brasil |
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Escola de Educação, Tecnologia e Comunicação |
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Universidade Católica de Brasília |
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