Diálogo e dialogicidade: condução para o ensino da leitura como fenômeno transdisciplinar
Ano de defesa: | 2019 |
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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 Católica de Brasília
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Programa de Pós-Graduação: |
Programa Stricto Sensu em Educação
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Departamento: |
Escola de Educação, Tecnologia e Comunicação
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País: |
Brasil
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Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Resumo em Inglês: | This quali- quantittive research with qualitative predominance investigated the contribution of dialogue, of dialogic and of transdisciplinarity in the teaching and learning process of reading for students of the Final Years of Elementary School at a public school in the Federal District. In order to do so, it consisted on a methodology composed of a set of multicases study (YIN, 2015), involving documentary analysis of an intervention project for teaching and learning process of reading and its correspondence with the Political Pedagogical Project of the school in which the research is applied and with the National Curricular Common Base (BNCC) in the Portuguese Language Component for the Final Years of Elementary School, through lexical thematic content analysis (BARDIN, 2016). In addition to the documentary analysis, the study analyzed the perceptions that students, parents and teachers of the school pointed out about the intervention activities in relation to the teaching and learning process of reading. The research also carried out a quantitative study comparing the results obtained from the other instruments to the students´performance in Portuguese language who were observed during the three year course of participation in the interventions of the teaching and learning process of reading. This set of multicases study (YIN, 2015) is investigated under the technique of content analysis (BARDIN, 2016) and this, in a descriptive exploratory study technique (GIL, 2017). The theoretical basis is supported by the theory of transdisciplinarity (NICOLESCU, 1999), principles of dialogue (PLATÃO, 2014, 2015, 2017) and dialogic (FREIRE, 2005, 2009, 2015a, 2015b, 2016, 2017a, 2017b, 2017c) and reading (KLEIMAN, 2000, 2004a, 2004b). The results showed that dialogue, dialogic, reading and transdisciplinarity appeared in the set of documents studied. The dialogue stood out as the principle of lower frequency in this set of documents. The testimonies of parents and teachers have confirmed that situations for dialogue are still limited and that this is one of the factors which prevent that intervention activities contribute indeed to the teaching and learning at school. The testimonies of students and teachers showed that the lack of technological resources restricts the effective contribution of intervention activities to the reading training at school.The research revealed, then, the need to expand on dialogic webs and the inclusion of technological resources in the daily circuit of school activities so that teaching and learning take place in a way that readers can understand teaching as an opportunity to act in the critical and citizen construction corroborating as a transdisciplinary dialogic practice. |
Link de acesso: | https://bdtd.ucb.br:8443/jspui/handle/tede/2589 |
Resumo: | This quali- quantittive research with qualitative predominance investigated the contribution of dialogue, of dialogic and of transdisciplinarity in the teaching and learning process of reading for students of the Final Years of Elementary School at a public school in the Federal District. In order to do so, it consisted on a methodology composed of a set of multicases study (YIN, 2015), involving documentary analysis of an intervention project for teaching and learning process of reading and its correspondence with the Political Pedagogical Project of the school in which the research is applied and with the National Curricular Common Base (BNCC) in the Portuguese Language Component for the Final Years of Elementary School, through lexical thematic content analysis (BARDIN, 2016). In addition to the documentary analysis, the study analyzed the perceptions that students, parents and teachers of the school pointed out about the intervention activities in relation to the teaching and learning process of reading. The research also carried out a quantitative study comparing the results obtained from the other instruments to the students´performance in Portuguese language who were observed during the three year course of participation in the interventions of the teaching and learning process of reading. This set of multicases study (YIN, 2015) is investigated under the technique of content analysis (BARDIN, 2016) and this, in a descriptive exploratory study technique (GIL, 2017). The theoretical basis is supported by the theory of transdisciplinarity (NICOLESCU, 1999), principles of dialogue (PLATÃO, 2014, 2015, 2017) and dialogic (FREIRE, 2005, 2009, 2015a, 2015b, 2016, 2017a, 2017b, 2017c) and reading (KLEIMAN, 2000, 2004a, 2004b). The results showed that dialogue, dialogic, reading and transdisciplinarity appeared in the set of documents studied. The dialogue stood out as the principle of lower frequency in this set of documents. The testimonies of parents and teachers have confirmed that situations for dialogue are still limited and that this is one of the factors which prevent that intervention activities contribute indeed to the teaching and learning at school. The testimonies of students and teachers showed that the lack of technological resources restricts the effective contribution of intervention activities to the reading training at school.The research revealed, then, the need to expand on dialogic webs and the inclusion of technological resources in the daily circuit of school activities so that teaching and learning take place in a way that readers can understand teaching as an opportunity to act in the critical and citizen construction corroborating as a transdisciplinary dialogic practice. |
id |
UCB_f41eec2b93494bbf7d037bccb8393f25 |
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oai_identifier_str |
oai:bdtd.ucb.br:tede/2589 |
network_acronym_str |
UCB |
network_name_str |
Biblioteca Digital de Teses e Dissertações da UCB |
spelling |
Síveres, Luizhttp://lattes.cnpq.br/8796354657782724http://lattes.cnpq.br/9251351003495528Raminho, Edney Gomes2019-05-29T19:27:10Z2019-03-21RAMINHO, Edney Gomes. Diálogo e dialogicidade: condução para o ensino da leitura como fenômeno transdisciplinar. 2019. 240 f. Dissertação (Programa Stricto Sensu em Educação) - Universidade Católica de Brasília, Brasília, 2019.https://bdtd.ucb.br:8443/jspui/handle/tede/2589This quali- quantittive research with qualitative predominance investigated the contribution of dialogue, of dialogic and of transdisciplinarity in the teaching and learning process of reading for students of the Final Years of Elementary School at a public school in the Federal District. In order to do so, it consisted on a methodology composed of a set of multicases study (YIN, 2015), involving documentary analysis of an intervention project for teaching and learning process of reading and its correspondence with the Political Pedagogical Project of the school in which the research is applied and with the National Curricular Common Base (BNCC) in the Portuguese Language Component for the Final Years of Elementary School, through lexical thematic content analysis (BARDIN, 2016). In addition to the documentary analysis, the study analyzed the perceptions that students, parents and teachers of the school pointed out about the intervention activities in relation to the teaching and learning process of reading. The research also carried out a quantitative study comparing the results obtained from the other instruments to the students´performance in Portuguese language who were observed during the three year course of participation in the interventions of the teaching and learning process of reading. This set of multicases study (YIN, 2015) is investigated under the technique of content analysis (BARDIN, 2016) and this, in a descriptive exploratory study technique (GIL, 2017). The theoretical basis is supported by the theory of transdisciplinarity (NICOLESCU, 1999), principles of dialogue (PLATÃO, 2014, 2015, 2017) and dialogic (FREIRE, 2005, 2009, 2015a, 2015b, 2016, 2017a, 2017b, 2017c) and reading (KLEIMAN, 2000, 2004a, 2004b). The results showed that dialogue, dialogic, reading and transdisciplinarity appeared in the set of documents studied. The dialogue stood out as the principle of lower frequency in this set of documents. The testimonies of parents and teachers have confirmed that situations for dialogue are still limited and that this is one of the factors which prevent that intervention activities contribute indeed to the teaching and learning at school. The testimonies of students and teachers showed that the lack of technological resources restricts the effective contribution of intervention activities to the reading training at school.The research revealed, then, the need to expand on dialogic webs and the inclusion of technological resources in the daily circuit of school activities so that teaching and learning take place in a way that readers can understand teaching as an opportunity to act in the critical and citizen construction corroborating as a transdisciplinary dialogic practice.Esta pesquisa, de natureza quali-quantitativa com predominância qualitativa, investigou a contribuição do diálogo, da dialogicidade e da transdisciplinaridade no processo de ensino e aprendizagem da leitura para alunos dos Anos Finais do Ensino Fundamental de uma escola pública do Distrito Federal. Para tanto, contou com uma metodologia composta por um conjunto de multicasos de estudo (YIN, 2015), envolvendo análise documental de um projeto interventivo para o ensino e aprendizado da leitura e a sua correspondência junto ao Projeto Político Pedagógico da escola na qual situa a pesquisa e com a Base Nacional Comum Curricular (BNCC) no Componente Língua Portuguesa para os Anos Finais do Ensino Fundamental, por meio de análise de conteúdo temático lexical (BARDIN. 2016). Somada à análise documental, o estudo analisou as percepções que alunos, pais e professores da escola apresentaram sobre as atividades interventivas frente ao ensino e aprendizagem da leitura. A pesquisa fez ainda um estudo quantitativo confrontando os resultados obtidos dos demais instrumentos com o rendimento, em Língua Portuguesa, dos estudantes observados no curso de três anos da participação nas intervenções de ensino e aprendizagem da leitura. Este conjunto de multicasos de estudo (YIN, 2015) é averiguado sob a técnica de análise de conteúdo (BARDIN, 2016) e desta por uma técnica de estudo exploratório descritivo (GIL, 2017). O Fundamento teórico está amparado nos princípios do diálogo (PLATÃO, 2014; 2015; 2017), dialogicidade (FREIRE, 2005, 2009, 2011, 2015a, 2015b, 2016, 2017a, 2017b, 2017c), de leitura (KLEIMAN, 2000, 2004a, 2004b) e na teoria da transdisciplinaridade (NICOLESCU, 1999). Os resultados apontaram que o diálogo, a dialogicidade, a leitura e a transdisciplinaridade compareceram no rol documentos estudados. O diálogo se destacou como o princípio de menor frequência no conjunto de documentos estudados. Os depoimentos dos pais e professores ratificaram que as situações para o diálogo ainda são limitadas e que este é um dos fatores que impede que as atividades de intervenção contribuam de fato com o ensino e aprendizado leitor na escola. Os depoimentos de alunos e professores demonstraram que a ausência de recursos tecnológicos limita a contribuição efetiva das atividades de intervenção para a formação leitora na escola. A pesquisa revelou, então, a necessidade de se ampliarem as teias dialógicas e de inclusão de recursos tecnológicos no circuito cotidiano das atividades escolares de modo que o ensino e aprendizagem aconteçam de maneira que os leitores possam compreender o ensino como oportunidade para atuar na construção crítica e cidadã, corroborando como prática dialógica transdisciplinar.Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2019-05-29T19:27:04Z No. of bitstreams: 1 EdneyGomesRaminhoDisssertacao2019.pdf: 2543946 bytes, checksum: 63c0c61e889be09ece5ef3fc899fc104 (MD5)Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2019-05-29T19:27:10Z (GMT) No. of bitstreams: 1 EdneyGomesRaminhoDisssertacao2019.pdf: 2543946 bytes, checksum: 63c0c61e889be09ece5ef3fc899fc104 (MD5)Made available in DSpace on 2019-05-29T19:27:10Z (GMT). No. of bitstreams: 1 EdneyGomesRaminhoDisssertacao2019.pdf: 2543946 bytes, checksum: 63c0c61e889be09ece5ef3fc899fc104 (MD5) Previous issue date: 2019-03-21application/pdfhttps://bdtd.ucb.br:8443/jspui/retrieve/6455/EdneyGomesRaminhoDisssertacao2019.pdf.jpgporUniversidade Católica de BrasíliaPrograma Stricto Sensu em EducaçãoUCBBrasilEscola de Educação, Tecnologia e ComunicaçãoEnsinoLeituraDiálogoDialogicidadeAprendizagemTransdisciplinaridadeTransdisciplinarityTeachingLearningDialogueReadingDialogicCNPQ::CIENCIAS HUMANAS::EDUCACAODiálogo e dialogicidade: condução para o ensino da leitura como fenômeno transdisciplinarinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UCBinstname:Universidade Católica de Brasíliainstacron:UCBTHUMBNAILEdneyGomesRaminhoDisssertacao2019.pdf.jpgEdneyGomesRaminhoDisssertacao2019.pdf.jpgimage/jpeg4992https://bdtd.ucb.br:8443/jspui/bitstream/tede/2589/4/EdneyGomesRaminhoDisssertacao2019.pdf.jpg9366064ff62efcc6f046a0a9cb870e2cMD54TEXTEdneyGomesRaminhoDisssertacao2019.pdf.txtEdneyGomesRaminhoDisssertacao2019.pdf.txttext/plain497615https://bdtd.ucb.br:8443/jspui/bitstream/tede/2589/3/EdneyGomesRaminhoDisssertacao2019.pdf.txt085c4d9019b75419d790e37ed6a0f975MD53ORIGINALEdneyGomesRaminhoDisssertacao2019.pdfEdneyGomesRaminhoDisssertacao2019.pdfapplication/pdf2543946https://bdtd.ucb.br:8443/jspui/bitstream/tede/2589/2/EdneyGomesRaminhoDisssertacao2019.pdf63c0c61e889be09ece5ef3fc899fc104MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81831https://bdtd.ucb.br:8443/jspui/bitstream/tede/2589/1/license.txtd7d5e5ec75089f122abe937645a56120MD51tede/2589oai:bdtd.ucb.br:tede/25892019-05-30 01:06:01.418Biblioteca Digital de Dissertações da Universidade Católica de Brasília - UCBsdi@ucb.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 |
dc.title.por.fl_str_mv |
Diálogo e dialogicidade: condução para o ensino da leitura como fenômeno transdisciplinar |
title |
Diálogo e dialogicidade: condução para o ensino da leitura como fenômeno transdisciplinar |
spellingShingle |
Diálogo e dialogicidade: condução para o ensino da leitura como fenômeno transdisciplinar Raminho, Edney Gomes Ensino Leitura Diálogo Dialogicidade Aprendizagem Transdisciplinaridade Transdisciplinarity Teaching Learning Dialogue Reading Dialogic CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Diálogo e dialogicidade: condução para o ensino da leitura como fenômeno transdisciplinar |
title_full |
Diálogo e dialogicidade: condução para o ensino da leitura como fenômeno transdisciplinar |
title_fullStr |
Diálogo e dialogicidade: condução para o ensino da leitura como fenômeno transdisciplinar |
title_full_unstemmed |
Diálogo e dialogicidade: condução para o ensino da leitura como fenômeno transdisciplinar |
title_sort |
Diálogo e dialogicidade: condução para o ensino da leitura como fenômeno transdisciplinar |
author |
Raminho, Edney Gomes |
author_facet |
Raminho, Edney Gomes |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Síveres, Luiz |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8796354657782724 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9251351003495528 |
dc.contributor.author.fl_str_mv |
Raminho, Edney Gomes |
contributor_str_mv |
Síveres, Luiz |
dc.subject.por.fl_str_mv |
Ensino Leitura Diálogo Dialogicidade Aprendizagem Transdisciplinaridade |
topic |
Ensino Leitura Diálogo Dialogicidade Aprendizagem Transdisciplinaridade Transdisciplinarity Teaching Learning Dialogue Reading Dialogic CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Transdisciplinarity Teaching Learning Dialogue Reading Dialogic |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.description.abstract.eng.fl_txt_mv |
This quali- quantittive research with qualitative predominance investigated the contribution of dialogue, of dialogic and of transdisciplinarity in the teaching and learning process of reading for students of the Final Years of Elementary School at a public school in the Federal District. In order to do so, it consisted on a methodology composed of a set of multicases study (YIN, 2015), involving documentary analysis of an intervention project for teaching and learning process of reading and its correspondence with the Political Pedagogical Project of the school in which the research is applied and with the National Curricular Common Base (BNCC) in the Portuguese Language Component for the Final Years of Elementary School, through lexical thematic content analysis (BARDIN, 2016). In addition to the documentary analysis, the study analyzed the perceptions that students, parents and teachers of the school pointed out about the intervention activities in relation to the teaching and learning process of reading. The research also carried out a quantitative study comparing the results obtained from the other instruments to the students´performance in Portuguese language who were observed during the three year course of participation in the interventions of the teaching and learning process of reading. This set of multicases study (YIN, 2015) is investigated under the technique of content analysis (BARDIN, 2016) and this, in a descriptive exploratory study technique (GIL, 2017). The theoretical basis is supported by the theory of transdisciplinarity (NICOLESCU, 1999), principles of dialogue (PLATÃO, 2014, 2015, 2017) and dialogic (FREIRE, 2005, 2009, 2015a, 2015b, 2016, 2017a, 2017b, 2017c) and reading (KLEIMAN, 2000, 2004a, 2004b). The results showed that dialogue, dialogic, reading and transdisciplinarity appeared in the set of documents studied. The dialogue stood out as the principle of lower frequency in this set of documents. The testimonies of parents and teachers have confirmed that situations for dialogue are still limited and that this is one of the factors which prevent that intervention activities contribute indeed to the teaching and learning at school. The testimonies of students and teachers showed that the lack of technological resources restricts the effective contribution of intervention activities to the reading training at school.The research revealed, then, the need to expand on dialogic webs and the inclusion of technological resources in the daily circuit of school activities so that teaching and learning take place in a way that readers can understand teaching as an opportunity to act in the critical and citizen construction corroborating as a transdisciplinary dialogic practice. |
dc.description.abstract.por.fl_txt_mv |
Esta pesquisa, de natureza quali-quantitativa com predominância qualitativa, investigou a contribuição do diálogo, da dialogicidade e da transdisciplinaridade no processo de ensino e aprendizagem da leitura para alunos dos Anos Finais do Ensino Fundamental de uma escola pública do Distrito Federal. Para tanto, contou com uma metodologia composta por um conjunto de multicasos de estudo (YIN, 2015), envolvendo análise documental de um projeto interventivo para o ensino e aprendizado da leitura e a sua correspondência junto ao Projeto Político Pedagógico da escola na qual situa a pesquisa e com a Base Nacional Comum Curricular (BNCC) no Componente Língua Portuguesa para os Anos Finais do Ensino Fundamental, por meio de análise de conteúdo temático lexical (BARDIN. 2016). Somada à análise documental, o estudo analisou as percepções que alunos, pais e professores da escola apresentaram sobre as atividades interventivas frente ao ensino e aprendizagem da leitura. A pesquisa fez ainda um estudo quantitativo confrontando os resultados obtidos dos demais instrumentos com o rendimento, em Língua Portuguesa, dos estudantes observados no curso de três anos da participação nas intervenções de ensino e aprendizagem da leitura. Este conjunto de multicasos de estudo (YIN, 2015) é averiguado sob a técnica de análise de conteúdo (BARDIN, 2016) e desta por uma técnica de estudo exploratório descritivo (GIL, 2017). O Fundamento teórico está amparado nos princípios do diálogo (PLATÃO, 2014; 2015; 2017), dialogicidade (FREIRE, 2005, 2009, 2011, 2015a, 2015b, 2016, 2017a, 2017b, 2017c), de leitura (KLEIMAN, 2000, 2004a, 2004b) e na teoria da transdisciplinaridade (NICOLESCU, 1999). Os resultados apontaram que o diálogo, a dialogicidade, a leitura e a transdisciplinaridade compareceram no rol documentos estudados. O diálogo se destacou como o princípio de menor frequência no conjunto de documentos estudados. Os depoimentos dos pais e professores ratificaram que as situações para o diálogo ainda são limitadas e que este é um dos fatores que impede que as atividades de intervenção contribuam de fato com o ensino e aprendizado leitor na escola. Os depoimentos de alunos e professores demonstraram que a ausência de recursos tecnológicos limita a contribuição efetiva das atividades de intervenção para a formação leitora na escola. A pesquisa revelou, então, a necessidade de se ampliarem as teias dialógicas e de inclusão de recursos tecnológicos no circuito cotidiano das atividades escolares de modo que o ensino e aprendizagem aconteçam de maneira que os leitores possam compreender o ensino como oportunidade para atuar na construção crítica e cidadã, corroborando como prática dialógica transdisciplinar. |
description |
This quali- quantittive research with qualitative predominance investigated the contribution of dialogue, of dialogic and of transdisciplinarity in the teaching and learning process of reading for students of the Final Years of Elementary School at a public school in the Federal District. In order to do so, it consisted on a methodology composed of a set of multicases study (YIN, 2015), involving documentary analysis of an intervention project for teaching and learning process of reading and its correspondence with the Political Pedagogical Project of the school in which the research is applied and with the National Curricular Common Base (BNCC) in the Portuguese Language Component for the Final Years of Elementary School, through lexical thematic content analysis (BARDIN, 2016). In addition to the documentary analysis, the study analyzed the perceptions that students, parents and teachers of the school pointed out about the intervention activities in relation to the teaching and learning process of reading. The research also carried out a quantitative study comparing the results obtained from the other instruments to the students´performance in Portuguese language who were observed during the three year course of participation in the interventions of the teaching and learning process of reading. This set of multicases study (YIN, 2015) is investigated under the technique of content analysis (BARDIN, 2016) and this, in a descriptive exploratory study technique (GIL, 2017). The theoretical basis is supported by the theory of transdisciplinarity (NICOLESCU, 1999), principles of dialogue (PLATÃO, 2014, 2015, 2017) and dialogic (FREIRE, 2005, 2009, 2015a, 2015b, 2016, 2017a, 2017b, 2017c) and reading (KLEIMAN, 2000, 2004a, 2004b). The results showed that dialogue, dialogic, reading and transdisciplinarity appeared in the set of documents studied. The dialogue stood out as the principle of lower frequency in this set of documents. The testimonies of parents and teachers have confirmed that situations for dialogue are still limited and that this is one of the factors which prevent that intervention activities contribute indeed to the teaching and learning at school. The testimonies of students and teachers showed that the lack of technological resources restricts the effective contribution of intervention activities to the reading training at school.The research revealed, then, the need to expand on dialogic webs and the inclusion of technological resources in the daily circuit of school activities so that teaching and learning take place in a way that readers can understand teaching as an opportunity to act in the critical and citizen construction corroborating as a transdisciplinary dialogic practice. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-05-29T19:27:10Z |
dc.date.issued.fl_str_mv |
2019-03-21 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
status_str |
publishedVersion |
format |
masterThesis |
dc.identifier.citation.fl_str_mv |
RAMINHO, Edney Gomes. Diálogo e dialogicidade: condução para o ensino da leitura como fenômeno transdisciplinar. 2019. 240 f. Dissertação (Programa Stricto Sensu em Educação) - Universidade Católica de Brasília, Brasília, 2019. |
dc.identifier.uri.fl_str_mv |
https://bdtd.ucb.br:8443/jspui/handle/tede/2589 |
identifier_str_mv |
RAMINHO, Edney Gomes. Diálogo e dialogicidade: condução para o ensino da leitura como fenômeno transdisciplinar. 2019. 240 f. Dissertação (Programa Stricto Sensu em Educação) - Universidade Católica de Brasília, Brasília, 2019. |
url |
https://bdtd.ucb.br:8443/jspui/handle/tede/2589 |
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por |
language |
por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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Universidade Católica de Brasília |
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Programa Stricto Sensu em Educação |
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UCB |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Escola de Educação, Tecnologia e Comunicação |
publisher.none.fl_str_mv |
Universidade Católica de Brasília |
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UCB |
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