O aluno com deficiência intelectual nos anos finais do ensino fundamental: possibilidades de apropriação da língua portuguesa
Ano de defesa: | 2015 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Cascavel |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Centro de Educação, Comunicação e Artes
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede.unioeste.br/handle/tede/3298 |
Resumo: | This work is the result of field research conducted in two schools of the state, the city of Cascavel, PR and aimed to investigate the development of the student with Intellectual Disability, as reading and writing, in the final years of elementary school, especially , launching this investigation a look at this subject, considering it not as the product of a biological causality, but in its entirety, as is, in the design of Vygotsky (1896-1934) from the perspective of Historical-Cultural Psychology. This perspective confirms that the educational practice to develop in a way that people with or without disabilities, to appropriate cultural legacy, namely the systematized knowledge offered in the school. The education that breaks the restrictions to be offered, appears in this work the theoretical contributions of authors such as Karl Marx, Dermeval Saviani and Newton Duarte. At the unveiling of the reflections, other authors have been invited to the debate, helping to establish the possibility of education for all, without restrictions or additions to this or that social group. Through documents issued by the Regional Education Center, there was 60 students with intellectual disabilities enrolled in the final years of primary education in the state schools of Cascavel-PR. For the field research, we selected the two schools with the most students in these conditions, totaling 22 participants in this study. This study aimed to answer the following questions: Students with Intellectual Disabilities would be appropriating the Portuguese Language in Elementary Education Cascavel? Or only: being in school would be a "formal conquest" of "equality" for these guys? What is the concept of Intellectual Disability of Portuguese Language teachers who serves as the basis for work in the classroom regular education? What are the possibilities and limits of learning, punctuated by teachers of Portuguese, in working with students with Intellectual Disability? In order to come to the data related to these issues, the following procedures were used: questionnaire and interview for the Portuguese-speaking teachers of the two schools and an assessment tool of appropriation of teaching this discipline, for 22 participants, composed of four texts informative and theme endangered animals proposed for the answers were given individually and in writing. It was found through research that while there are limits, students with Intellectual Disabilities, are appropriating the Portuguese language teaching and these appropriations appear when expressed through reading and writing. |
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Szymanski, Maria Lidia Sicahttp://lattes.cnpq.br/9237911847876411Szymanski, Maria Lidia Sicahttp://lattes.cnpq.br/9237911847876411Fernandes, Sueli de Fatimahttp://lattes.cnpq.br/2570225428889640Bastos, Carmen Celia Barradas Correiahttp://lattes.cnpq.br/1723065289200115http://lattes.cnpq.br/1027638608312191Nascimento, Suzi Rosana Maciel Barreto do2018-02-09T16:57:15Z2015-05-22NASCIMENTO, Suzi Rosana Maciel Barreto do. O aluno com deficiência intelectual nos anos finais do ensino fundamental: possibilidades de apropriação da língua portuguesa. 2015. 143f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2015.http://tede.unioeste.br/handle/tede/3298This work is the result of field research conducted in two schools of the state, the city of Cascavel, PR and aimed to investigate the development of the student with Intellectual Disability, as reading and writing, in the final years of elementary school, especially , launching this investigation a look at this subject, considering it not as the product of a biological causality, but in its entirety, as is, in the design of Vygotsky (1896-1934) from the perspective of Historical-Cultural Psychology. This perspective confirms that the educational practice to develop in a way that people with or without disabilities, to appropriate cultural legacy, namely the systematized knowledge offered in the school. The education that breaks the restrictions to be offered, appears in this work the theoretical contributions of authors such as Karl Marx, Dermeval Saviani and Newton Duarte. At the unveiling of the reflections, other authors have been invited to the debate, helping to establish the possibility of education for all, without restrictions or additions to this or that social group. Through documents issued by the Regional Education Center, there was 60 students with intellectual disabilities enrolled in the final years of primary education in the state schools of Cascavel-PR. For the field research, we selected the two schools with the most students in these conditions, totaling 22 participants in this study. This study aimed to answer the following questions: Students with Intellectual Disabilities would be appropriating the Portuguese Language in Elementary Education Cascavel? Or only: being in school would be a "formal conquest" of "equality" for these guys? What is the concept of Intellectual Disability of Portuguese Language teachers who serves as the basis for work in the classroom regular education? What are the possibilities and limits of learning, punctuated by teachers of Portuguese, in working with students with Intellectual Disability? In order to come to the data related to these issues, the following procedures were used: questionnaire and interview for the Portuguese-speaking teachers of the two schools and an assessment tool of appropriation of teaching this discipline, for 22 participants, composed of four texts informative and theme endangered animals proposed for the answers were given individually and in writing. It was found through research that while there are limits, students with Intellectual Disabilities, are appropriating the Portuguese language teaching and these appropriations appear when expressed through reading and writing.Este trabalho é resultado de pesquisa de campo, realizada em duas escolas da rede estadual, no município de Cascavel–PR e teve como objetivo investigar o desenvolvimento do aluno com Deficiência Intelectual, quanto à leitura e escrita, nos anos finais do Ensino Fundamental, sobretudo, lançando nessa investigação um olhar para esse sujeito, contemplando-o não como produto de uma causalidade biológica, mas em sua totalidade, tal como o é, na concepção de Vygotski (1896-1934) na perspectiva da Psicologia Histórico-Cultural. Essa perspectiva corrobora para que a prática educativa se desenvolva de forma que as pessoas, com ou sem deficiências, se apropriem do legado cultural, a saber, do conhecimento sistematizado ofertado na escola. A educação que rompe com as restrições, ao ser ofertada, aparece neste trabalho nas contribuições teóricas de autores como Karl Marx, Dermeval Saviani e Newton Duarte. No desvelar das reflexões, outros autores foram sendo convidados ao debate, contribuindo para constatar a possibilidade de um ensino para todos, sem restrições ou acréscimos para este ou aquele grupo social. Por meio de documentos concedidos pelo Núcleo Regional de Ensino, constatou-se 60 alunos com Deficiência Intelectual matriculados, nos anos finais do Ensino Fundamental, nas escolas estaduais de Cascavel-PR. Para a pesquisa de campo, selecionaram-se as duas escolas com maior número de alunos nessas condições, totalizando 22 participantes desta pesquisa. Objetivou-se responder as seguintes questões: Os alunos com Deficiência Intelectual estariam se apropriando da Língua Portuguesa no Ensino Fundamental de Cascavel? Ou apenas: estar na escola seria uma “conquista formal” de “igualdade” por esses sujeitos? Qual é a concepção de Deficiência Intelectual dos professores de Língua Portuguesa que serve de base para o trabalho em sala de aula do ensino regular? Quais as possibilidades e os limites de aprendizagem, pontuados por professores de Língua Portuguesa, no trabalho com alunos com Deficiência Intelectual? Para que se chegasse aos dados referentes a essas questões, foram utilizados os seguintes procedimentos: questionário e entrevista para as professoras de Língua Portuguesa das duas escolas e um instrumento de avaliação da apropriação do ensino dessa disciplina, para os 22 participantes, composto por quatro textos informativos e com a temática Animais em extinção, propostos para que as respostas fossem dadas individualmente e por escrito. Constatou-se com a pesquisa que, embora haja limites, os alunos com Deficiência Intelectual, estão se apropriando do ensino de Língua Portuguesa e essas apropriações aparecem, quando se expressam por meio da leitura e da escrita.Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-09T16:57:15Z No. of bitstreams: 2 Suzi _nascimento2015.pdf: 2538822 bytes, checksum: 67d1e4466574916d70388d0339e8b1eb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2018-02-09T16:57:15Z (GMT). No. of bitstreams: 2 Suzi _nascimento2015.pdf: 2538822 bytes, checksum: 67d1e4466574916d70388d0339e8b1eb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-05-22Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESFundação Araucária de Apoio ao Desenvolvimento Científico e Tecnológico do Estado do Paraná (FA)application/pdfpor6588633818200016417500Universidade Estadual do Oeste do ParanáCascavelPrograma de Pós-Graduação em EducaçãoUNIOESTEBrasilCentro de Educação, Comunicação e Arteshttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessPsicologia Histórico-CulturalDeficiência intelectualProcessos de ensino e de aprendizagemLíngua PortuguesaHistoric-Cultural PsychologyIntellectual disabilitiesTeaching and learning processesPortuguese LanguageCIENCIAS HUMANAS::EDUCACAOO aluno com deficiência intelectual nos anos finais do ensino fundamental: possibilidades de apropriação da língua portuguesaStudents with intellectual disabilities in the final years of elementary school: ownership possibilities of the Portuguese languageinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-84512857932284779376006006006006006678066452762177366-2403458189103523672075167498588264571623134973106312664reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALSuzi _nascimento2015.pdfSuzi _nascimento2015.pdfapplication/pdf2538822http://tede.unioeste.br:8080/tede/bitstream/tede/3298/5/Suzi+_nascimento2015.pdf67d1e4466574916d70388d0339e8b1ebMD55CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
O aluno com deficiência intelectual nos anos finais do ensino fundamental: possibilidades de apropriação da língua portuguesa |
dc.title.alternative.eng.fl_str_mv |
Students with intellectual disabilities in the final years of elementary school: ownership possibilities of the Portuguese language |
title |
O aluno com deficiência intelectual nos anos finais do ensino fundamental: possibilidades de apropriação da língua portuguesa |
spellingShingle |
O aluno com deficiência intelectual nos anos finais do ensino fundamental: possibilidades de apropriação da língua portuguesa Nascimento, Suzi Rosana Maciel Barreto do Psicologia Histórico-Cultural Deficiência intelectual Processos de ensino e de aprendizagem Língua Portuguesa Historic-Cultural Psychology Intellectual disabilities Teaching and learning processes Portuguese Language CIENCIAS HUMANAS::EDUCACAO |
title_short |
O aluno com deficiência intelectual nos anos finais do ensino fundamental: possibilidades de apropriação da língua portuguesa |
title_full |
O aluno com deficiência intelectual nos anos finais do ensino fundamental: possibilidades de apropriação da língua portuguesa |
title_fullStr |
O aluno com deficiência intelectual nos anos finais do ensino fundamental: possibilidades de apropriação da língua portuguesa |
title_full_unstemmed |
O aluno com deficiência intelectual nos anos finais do ensino fundamental: possibilidades de apropriação da língua portuguesa |
title_sort |
O aluno com deficiência intelectual nos anos finais do ensino fundamental: possibilidades de apropriação da língua portuguesa |
author |
Nascimento, Suzi Rosana Maciel Barreto do |
author_facet |
Nascimento, Suzi Rosana Maciel Barreto do |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Szymanski, Maria Lidia Sica |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9237911847876411 |
dc.contributor.referee1.fl_str_mv |
Szymanski, Maria Lidia Sica |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/9237911847876411 |
dc.contributor.referee2.fl_str_mv |
Fernandes, Sueli de Fatima |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/2570225428889640 |
dc.contributor.referee3.fl_str_mv |
Bastos, Carmen Celia Barradas Correia |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/1723065289200115 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1027638608312191 |
dc.contributor.author.fl_str_mv |
Nascimento, Suzi Rosana Maciel Barreto do |
contributor_str_mv |
Szymanski, Maria Lidia Sica Szymanski, Maria Lidia Sica Fernandes, Sueli de Fatima Bastos, Carmen Celia Barradas Correia |
dc.subject.por.fl_str_mv |
Psicologia Histórico-Cultural Deficiência intelectual Processos de ensino e de aprendizagem Língua Portuguesa |
topic |
Psicologia Histórico-Cultural Deficiência intelectual Processos de ensino e de aprendizagem Língua Portuguesa Historic-Cultural Psychology Intellectual disabilities Teaching and learning processes Portuguese Language CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Historic-Cultural Psychology Intellectual disabilities Teaching and learning processes Portuguese Language |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This work is the result of field research conducted in two schools of the state, the city of Cascavel, PR and aimed to investigate the development of the student with Intellectual Disability, as reading and writing, in the final years of elementary school, especially , launching this investigation a look at this subject, considering it not as the product of a biological causality, but in its entirety, as is, in the design of Vygotsky (1896-1934) from the perspective of Historical-Cultural Psychology. This perspective confirms that the educational practice to develop in a way that people with or without disabilities, to appropriate cultural legacy, namely the systematized knowledge offered in the school. The education that breaks the restrictions to be offered, appears in this work the theoretical contributions of authors such as Karl Marx, Dermeval Saviani and Newton Duarte. At the unveiling of the reflections, other authors have been invited to the debate, helping to establish the possibility of education for all, without restrictions or additions to this or that social group. Through documents issued by the Regional Education Center, there was 60 students with intellectual disabilities enrolled in the final years of primary education in the state schools of Cascavel-PR. For the field research, we selected the two schools with the most students in these conditions, totaling 22 participants in this study. This study aimed to answer the following questions: Students with Intellectual Disabilities would be appropriating the Portuguese Language in Elementary Education Cascavel? Or only: being in school would be a "formal conquest" of "equality" for these guys? What is the concept of Intellectual Disability of Portuguese Language teachers who serves as the basis for work in the classroom regular education? What are the possibilities and limits of learning, punctuated by teachers of Portuguese, in working with students with Intellectual Disability? In order to come to the data related to these issues, the following procedures were used: questionnaire and interview for the Portuguese-speaking teachers of the two schools and an assessment tool of appropriation of teaching this discipline, for 22 participants, composed of four texts informative and theme endangered animals proposed for the answers were given individually and in writing. It was found through research that while there are limits, students with Intellectual Disabilities, are appropriating the Portuguese language teaching and these appropriations appear when expressed through reading and writing. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-05-22 |
dc.date.accessioned.fl_str_mv |
2018-02-09T16:57:15Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
NASCIMENTO, Suzi Rosana Maciel Barreto do. O aluno com deficiência intelectual nos anos finais do ensino fundamental: possibilidades de apropriação da língua portuguesa. 2015. 143f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2015. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/3298 |
identifier_str_mv |
NASCIMENTO, Suzi Rosana Maciel Barreto do. O aluno com deficiência intelectual nos anos finais do ensino fundamental: possibilidades de apropriação da língua portuguesa. 2015. 143f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2015. |
url |
http://tede.unioeste.br/handle/tede/3298 |
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dc.relation.cnpq.fl_str_mv |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UNIOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Educação, Comunicação e Artes |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
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reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTE instname:Universidade Estadual do Oeste do Paraná (UNIOESTE) instacron:UNIOESTE |
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Universidade Estadual do Oeste do Paraná (UNIOESTE) |
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UNIOESTE |
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UNIOESTE |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE |
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http://tede.unioeste.br:8080/tede/bitstream/tede/3298/5/Suzi+_nascimento2015.pdf http://tede.unioeste.br:8080/tede/bitstream/tede/3298/2/license_url http://tede.unioeste.br:8080/tede/bitstream/tede/3298/3/license_text http://tede.unioeste.br:8080/tede/bitstream/tede/3298/4/license_rdf http://tede.unioeste.br:8080/tede/bitstream/tede/3298/1/license.txt |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE) |
repository.mail.fl_str_mv |
biblioteca.repositorio@unioeste.br |
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