Inclusão escolar: a prática pedagógica a partir do paradigma clínico-médico
Ano de defesa: | 2012 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Tuiuti do Parana
|
Programa de Pós-Graduação: |
Mestrado em Educação
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Resumo em Inglês: | This study has as its theme the School Inclusion and Pedagogical Practice from Clinical and Medical Paradigm of Inclusion. The driving question was to find what really is the clinical-medical paradigm and its relation to the pedagogical practice in inclusion. Its main goal is to identify how to establish the paradigm present in clinical and medical school enrollment. In addition to identifying the profile of the teacher, identify the clinico-medicalpedagogical and didactic in the process of inclusion and characterize the relationship of clinical and medical paradigm to the practice of the teacher, to evaluate the practice. For the analysism was used Sacristán (2000) as theoretical about the pedagogical practice, Beyer (2005), Michels (2006) and Carvalho (2009) on school enrollment and clinical-medical paradigm of inclusion, the latter referring only to thematic inclusion. The research was based on the content analysis of Bardin (1977), in document analysis - Secondary sources Journal of Education and Journal of Special Education – that contributed with the formulation of categories of analysis for the study of the interviews collected in the field. The categories that define the paradigm are: normalization, correction, dificulties, disability, performance and diagnostics, which can verify the relationship with some elements of teaching practice - teaching objectives, methodology, activities, intentionality and evaluation criteria. The study showed that the clinical-medical paradigm appears to be intrinsic even teachers who support or oppose the inclusion process. It was also noticed that his features can all be present or not in practice, some being more or less projection, depending on the repertoire of the professional. |
Link de acesso: | http://tede.utp.br:8080/jspui/handle/tede/1393 |
Resumo: | This study has as its theme the School Inclusion and Pedagogical Practice from Clinical and Medical Paradigm of Inclusion. The driving question was to find what really is the clinical-medical paradigm and its relation to the pedagogical practice in inclusion. Its main goal is to identify how to establish the paradigm present in clinical and medical school enrollment. In addition to identifying the profile of the teacher, identify the clinico-medicalpedagogical and didactic in the process of inclusion and characterize the relationship of clinical and medical paradigm to the practice of the teacher, to evaluate the practice. For the analysism was used Sacristán (2000) as theoretical about the pedagogical practice, Beyer (2005), Michels (2006) and Carvalho (2009) on school enrollment and clinical-medical paradigm of inclusion, the latter referring only to thematic inclusion. The research was based on the content analysis of Bardin (1977), in document analysis - Secondary sources Journal of Education and Journal of Special Education – that contributed with the formulation of categories of analysis for the study of the interviews collected in the field. The categories that define the paradigm are: normalization, correction, dificulties, disability, performance and diagnostics, which can verify the relationship with some elements of teaching practice - teaching objectives, methodology, activities, intentionality and evaluation criteria. The study showed that the clinical-medical paradigm appears to be intrinsic even teachers who support or oppose the inclusion process. It was also noticed that his features can all be present or not in practice, some being more or less projection, depending on the repertoire of the professional. |
id |
UTP_5734ea8ca3eb26340a7b12566607dae7 |
---|---|
oai_identifier_str |
oai:localhost:tede/1393 |
network_acronym_str |
UTP |
network_name_str |
Biblioteca Digital de Teses e Dissertações do UTP |
spelling |
Rosa, Maria ArleteLüders, ValériaViana, Iedahttp://lattes.cnpq.br/1783437602636376Adam, Ingrid2018-06-20T18:06:05Z2012-09-26Adam, Ingrid. Inclusão escolar: a prática pedagógica a partir do paradigma clínico-médico. 2012. 101 f. Dissertação( Mestrado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2012.http://tede.utp.br:8080/jspui/handle/tede/1393This study has as its theme the School Inclusion and Pedagogical Practice from Clinical and Medical Paradigm of Inclusion. The driving question was to find what really is the clinical-medical paradigm and its relation to the pedagogical practice in inclusion. Its main goal is to identify how to establish the paradigm present in clinical and medical school enrollment. In addition to identifying the profile of the teacher, identify the clinico-medicalpedagogical and didactic in the process of inclusion and characterize the relationship of clinical and medical paradigm to the practice of the teacher, to evaluate the practice. For the analysism was used Sacristán (2000) as theoretical about the pedagogical practice, Beyer (2005), Michels (2006) and Carvalho (2009) on school enrollment and clinical-medical paradigm of inclusion, the latter referring only to thematic inclusion. The research was based on the content analysis of Bardin (1977), in document analysis - Secondary sources Journal of Education and Journal of Special Education – that contributed with the formulation of categories of analysis for the study of the interviews collected in the field. The categories that define the paradigm are: normalization, correction, dificulties, disability, performance and diagnostics, which can verify the relationship with some elements of teaching practice - teaching objectives, methodology, activities, intentionality and evaluation criteria. The study showed that the clinical-medical paradigm appears to be intrinsic even teachers who support or oppose the inclusion process. It was also noticed that his features can all be present or not in practice, some being more or less projection, depending on the repertoire of the professional.Este estudo tem como tema a Inclusão Escolar e a Prática Pedagógica a partir do Paradigma clínico-médico da Inclusão. O questionamento inicial foi encontrar o que de fato é o paradigma clínico-médico e sua relação com a prática pedagógica na inclusão. Tendo como principais objetivos: verificar como se estabelece o paradigma clínico-médico presente na inclusão escolar; identificar o perfil do professor; identificar os parâmetros clínico-médico e didático-pedagógico no processo de inclusão e caracterizar a relação do paradigma clínico-médico com a prática do professor, avaliando-se a prática. Como aporte teórico embasou-se em Sacristán (2000) sobre a prática pedagógica, em Beyer (2005), Michels (2006) e Carvalho (2009) sobre inclusão escolar e o paradigma clínico-médico da inclusão, sendo o último referente apenas à temática inclusão escolar. A análise dos dados fundamentou-se na metodologia de análise de conteúdo de Bardin (1977). A metodologia utilizou-se da análise documental, com o uso de fontes secundárias como as Revista Brasileira de Educação e Revista Brasileira de Educação Especial – que contribuíram com a formulação das categorias de análise para o estudo dos depoimentos coletados nas entrevistas realizadas em campo. As categorias que definem o paradigma são: normalidade, correção, dificuldade, deficiência, desempenho e diagnóstico, que permitem verificar a relação com alguns elementos da prática pedagógica – objetivos de ensino, metodologia, atividades, intencionalidade e critérios de avaliação. O estudo mostrou que o paradigma clínico-médico mostra-se intrínseca à prática pedagógica mesmo em professores que apoiam ou são contrários ao processo de inclusão. Também foi percebido que seus traços podem estar presentes na prática ou não, sendo alguns em maior ou menor projeção, dependendo do repertório do profissional.Submitted by Divanete Paiva (divanete.paiva@utp.br) on 2018-06-20T18:06:05Z No. of bitstreams: 1 INCLUSAO ESCOLAR.pdf: 706067 bytes, checksum: 3bfa7b066b049587e241416932a608ca (MD5)Made available in DSpace on 2018-06-20T18:06:05Z (GMT). No. of bitstreams: 1 INCLUSAO ESCOLAR.pdf: 706067 bytes, checksum: 3bfa7b066b049587e241416932a608ca (MD5) Previous issue date: 2012-09-26application/pdfporUniversidade Tuiuti do ParanaMestrado em EducaçãoUTPBrasilEducaçãoInclusão escolarParadigmaAspectos clínicos e prática pedagógicaSchool enrollmentParadigmClinical and educational practiceCIENCIAS HUMANAS::EDUCACAOInclusão escolar: a prática pedagógica a partir do paradigma clínico-médicoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis26175645301933333655005006006022136314876952138-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do UTPinstname:Universidade Tuiuti do Paranáinstacron:UTPLICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/1393/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51ORIGINALINCLUSAO ESCOLAR.pdfINCLUSAO ESCOLAR.pdfapplication/pdf706067http://localhost:8080/tede/bitstream/tede/1393/2/INCLUSAO+ESCOLAR.pdf3bfa7b066b049587e241416932a608caMD52tede/1393oai:localhost:tede/13932018-06-20 15:06:05.893TEDEtede@utp.brTk9UQTogQ09MT1FVRSBBUVVJIEEgU1VBIFBSw5NQUklBIExJQ0VOw4dBCkVzdGEgbGljZW7Dp2EgZGUgZXhlbXBsbyDDqSBmb3JuZWNpZGEgYXBlbmFzIHBhcmEgZmlucyBpbmZvcm1hdGl2b3MuCgpMSUNFTsOHQSBERSBESVNUUklCVUnDh8ODTyBOw4NPLUVYQ0xVU0lWQQoKQ29tIGEgYXByZXNlbnRhw6fDo28gZGVzdGEgbGljZW7Dp2EsIHZvY8OqIChvIGF1dG9yIChlcykgb3UgbyB0aXR1bGFyIGRvcyBkaXJlaXRvcyBkZSBhdXRvcikgY29uY2VkZSDDoCBVbml2ZXJzaWRhZGUgClhYWCAoU2lnbGEgZGEgVW5pdmVyc2lkYWRlKSBvIGRpcmVpdG8gbsOjby1leGNsdXNpdm8gZGUgcmVwcm9kdXppciwgIHRyYWR1emlyIChjb25mb3JtZSBkZWZpbmlkbyBhYmFpeG8pLCBlL291IApkaXN0cmlidWlyIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyAoaW5jbHVpbmRvIG8gcmVzdW1vKSBwb3IgdG9kbyBvIG11bmRvIG5vIGZvcm1hdG8gaW1wcmVzc28gZSBlbGV0csO0bmljbyBlIAplbSBxdWFscXVlciBtZWlvLCBpbmNsdWluZG8gb3MgZm9ybWF0b3Mgw6F1ZGlvIG91IHbDrWRlby4KClZvY8OqIGNvbmNvcmRhIHF1ZSBhIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSBwb2RlLCBzZW0gYWx0ZXJhciBvIGNvbnRlw7pkbywgdHJhbnNwb3IgYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIApwYXJhIHF1YWxxdWVyIG1laW8gb3UgZm9ybWF0byBwYXJhIGZpbnMgZGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIHRhbWLDqW0gY29uY29yZGEgcXVlIGEgU2lnbGEgZGUgVW5pdmVyc2lkYWRlIHBvZGUgbWFudGVyIG1haXMgZGUgdW1hIGPDs3BpYSBhIHN1YSB0ZXNlIG91IApkaXNzZXJ0YcOnw6NvIHBhcmEgZmlucyBkZSBzZWd1cmFuw6dhLCBiYWNrLXVwIGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIGRlY2xhcmEgcXVlIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyDDqSBvcmlnaW5hbCBlIHF1ZSB2b2PDqiB0ZW0gbyBwb2RlciBkZSBjb25jZWRlciBvcyBkaXJlaXRvcyBjb250aWRvcyAKbmVzdGEgbGljZW7Dp2EuIFZvY8OqIHRhbWLDqW0gZGVjbGFyYSBxdWUgbyBkZXDDs3NpdG8gZGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBuw6NvLCBxdWUgc2VqYSBkZSBzZXUgCmNvbmhlY2ltZW50bywgaW5mcmluZ2UgZGlyZWl0b3MgYXV0b3JhaXMgZGUgbmluZ3XDqW0uCgpDYXNvIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBjb250ZW5oYSBtYXRlcmlhbCBxdWUgdm9jw6ogbsOjbyBwb3NzdWkgYSB0aXR1bGFyaWRhZGUgZG9zIGRpcmVpdG9zIGF1dG9yYWlzLCB2b2PDqiAKZGVjbGFyYSBxdWUgb2J0ZXZlIGEgcGVybWlzc8OjbyBpcnJlc3RyaXRhIGRvIGRldGVudG9yIGRvcyBkaXJlaXRvcyBhdXRvcmFpcyBwYXJhIGNvbmNlZGVyIMOgIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSAKb3MgZGlyZWl0b3MgYXByZXNlbnRhZG9zIG5lc3RhIGxpY2Vuw6dhLCBlIHF1ZSBlc3NlIG1hdGVyaWFsIGRlIHByb3ByaWVkYWRlIGRlIHRlcmNlaXJvcyBlc3TDoSBjbGFyYW1lbnRlIAppZGVudGlmaWNhZG8gZSByZWNvbmhlY2lkbyBubyB0ZXh0byBvdSBubyBjb250ZcO6ZG8gZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIG9yYSBkZXBvc2l0YWRhLgoKQ0FTTyBBIFRFU0UgT1UgRElTU0VSVEHDh8ODTyBPUkEgREVQT1NJVEFEQSBURU5IQSBTSURPIFJFU1VMVEFETyBERSBVTSBQQVRST0PDjU5JTyBPVSAKQVBPSU8gREUgVU1BIEFHw4pOQ0lBIERFIEZPTUVOVE8gT1UgT1VUUk8gT1JHQU5JU01PIFFVRSBOw4NPIFNFSkEgQSBTSUdMQSBERSAKVU5JVkVSU0lEQURFLCBWT0PDiiBERUNMQVJBIFFVRSBSRVNQRUlUT1UgVE9ET1MgRSBRVUFJU1FVRVIgRElSRUlUT1MgREUgUkVWSVPDg08gQ09NTyAKVEFNQsOJTSBBUyBERU1BSVMgT0JSSUdBw4fDlUVTIEVYSUdJREFTIFBPUiBDT05UUkFUTyBPVSBBQ09SRE8uCgpBIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSBzZSBjb21wcm9tZXRlIGEgaWRlbnRpZmljYXIgY2xhcmFtZW50ZSBvIHNldSBub21lIChzKSBvdSBvKHMpIG5vbWUocykgZG8ocykgCmRldGVudG9yKGVzKSBkb3MgZGlyZWl0b3MgYXV0b3JhaXMgZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvLCBlIG7Do28gZmFyw6EgcXVhbHF1ZXIgYWx0ZXJhw6fDo28sIGFsw6ltIGRhcXVlbGFzIApjb25jZWRpZGFzIHBvciBlc3RhIGxpY2Vuw6dhLgo= |
dc.title.por.fl_str_mv |
Inclusão escolar: a prática pedagógica a partir do paradigma clínico-médico |
title |
Inclusão escolar: a prática pedagógica a partir do paradigma clínico-médico |
spellingShingle |
Inclusão escolar: a prática pedagógica a partir do paradigma clínico-médico Adam, Ingrid Inclusão escolar Paradigma Aspectos clínicos e prática pedagógica School enrollment Paradigm Clinical and educational practice CIENCIAS HUMANAS::EDUCACAO |
title_short |
Inclusão escolar: a prática pedagógica a partir do paradigma clínico-médico |
title_full |
Inclusão escolar: a prática pedagógica a partir do paradigma clínico-médico |
title_fullStr |
Inclusão escolar: a prática pedagógica a partir do paradigma clínico-médico |
title_full_unstemmed |
Inclusão escolar: a prática pedagógica a partir do paradigma clínico-médico |
title_sort |
Inclusão escolar: a prática pedagógica a partir do paradigma clínico-médico |
author |
Adam, Ingrid |
author_facet |
Adam, Ingrid |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Rosa, Maria Arlete |
dc.contributor.referee1.fl_str_mv |
Lüders, Valéria |
dc.contributor.referee2.fl_str_mv |
Viana, Ieda |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1783437602636376 |
dc.contributor.author.fl_str_mv |
Adam, Ingrid |
contributor_str_mv |
Rosa, Maria Arlete Lüders, Valéria Viana, Ieda |
dc.subject.por.fl_str_mv |
Inclusão escolar Paradigma Aspectos clínicos e prática pedagógica |
topic |
Inclusão escolar Paradigma Aspectos clínicos e prática pedagógica School enrollment Paradigm Clinical and educational practice CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
School enrollment Paradigm Clinical and educational practice |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
dc.description.abstract.eng.fl_txt_mv |
This study has as its theme the School Inclusion and Pedagogical Practice from Clinical and Medical Paradigm of Inclusion. The driving question was to find what really is the clinical-medical paradigm and its relation to the pedagogical practice in inclusion. Its main goal is to identify how to establish the paradigm present in clinical and medical school enrollment. In addition to identifying the profile of the teacher, identify the clinico-medicalpedagogical and didactic in the process of inclusion and characterize the relationship of clinical and medical paradigm to the practice of the teacher, to evaluate the practice. For the analysism was used Sacristán (2000) as theoretical about the pedagogical practice, Beyer (2005), Michels (2006) and Carvalho (2009) on school enrollment and clinical-medical paradigm of inclusion, the latter referring only to thematic inclusion. The research was based on the content analysis of Bardin (1977), in document analysis - Secondary sources Journal of Education and Journal of Special Education – that contributed with the formulation of categories of analysis for the study of the interviews collected in the field. The categories that define the paradigm are: normalization, correction, dificulties, disability, performance and diagnostics, which can verify the relationship with some elements of teaching practice - teaching objectives, methodology, activities, intentionality and evaluation criteria. The study showed that the clinical-medical paradigm appears to be intrinsic even teachers who support or oppose the inclusion process. It was also noticed that his features can all be present or not in practice, some being more or less projection, depending on the repertoire of the professional. |
dc.description.abstract.por.fl_txt_mv |
Este estudo tem como tema a Inclusão Escolar e a Prática Pedagógica a partir do Paradigma clínico-médico da Inclusão. O questionamento inicial foi encontrar o que de fato é o paradigma clínico-médico e sua relação com a prática pedagógica na inclusão. Tendo como principais objetivos: verificar como se estabelece o paradigma clínico-médico presente na inclusão escolar; identificar o perfil do professor; identificar os parâmetros clínico-médico e didático-pedagógico no processo de inclusão e caracterizar a relação do paradigma clínico-médico com a prática do professor, avaliando-se a prática. Como aporte teórico embasou-se em Sacristán (2000) sobre a prática pedagógica, em Beyer (2005), Michels (2006) e Carvalho (2009) sobre inclusão escolar e o paradigma clínico-médico da inclusão, sendo o último referente apenas à temática inclusão escolar. A análise dos dados fundamentou-se na metodologia de análise de conteúdo de Bardin (1977). A metodologia utilizou-se da análise documental, com o uso de fontes secundárias como as Revista Brasileira de Educação e Revista Brasileira de Educação Especial – que contribuíram com a formulação das categorias de análise para o estudo dos depoimentos coletados nas entrevistas realizadas em campo. As categorias que definem o paradigma são: normalidade, correção, dificuldade, deficiência, desempenho e diagnóstico, que permitem verificar a relação com alguns elementos da prática pedagógica – objetivos de ensino, metodologia, atividades, intencionalidade e critérios de avaliação. O estudo mostrou que o paradigma clínico-médico mostra-se intrínseca à prática pedagógica mesmo em professores que apoiam ou são contrários ao processo de inclusão. Também foi percebido que seus traços podem estar presentes na prática ou não, sendo alguns em maior ou menor projeção, dependendo do repertório do profissional. |
description |
This study has as its theme the School Inclusion and Pedagogical Practice from Clinical and Medical Paradigm of Inclusion. The driving question was to find what really is the clinical-medical paradigm and its relation to the pedagogical practice in inclusion. Its main goal is to identify how to establish the paradigm present in clinical and medical school enrollment. In addition to identifying the profile of the teacher, identify the clinico-medicalpedagogical and didactic in the process of inclusion and characterize the relationship of clinical and medical paradigm to the practice of the teacher, to evaluate the practice. For the analysism was used Sacristán (2000) as theoretical about the pedagogical practice, Beyer (2005), Michels (2006) and Carvalho (2009) on school enrollment and clinical-medical paradigm of inclusion, the latter referring only to thematic inclusion. The research was based on the content analysis of Bardin (1977), in document analysis - Secondary sources Journal of Education and Journal of Special Education – that contributed with the formulation of categories of analysis for the study of the interviews collected in the field. The categories that define the paradigm are: normalization, correction, dificulties, disability, performance and diagnostics, which can verify the relationship with some elements of teaching practice - teaching objectives, methodology, activities, intentionality and evaluation criteria. The study showed that the clinical-medical paradigm appears to be intrinsic even teachers who support or oppose the inclusion process. It was also noticed that his features can all be present or not in practice, some being more or less projection, depending on the repertoire of the professional. |
publishDate |
2012 |
dc.date.issued.fl_str_mv |
2012-09-26 |
dc.date.accessioned.fl_str_mv |
2018-06-20T18:06:05Z |
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 |
Adam, Ingrid. Inclusão escolar: a prática pedagógica a partir do paradigma clínico-médico. 2012. 101 f. Dissertação( Mestrado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2012. |
dc.identifier.uri.fl_str_mv |
http://tede.utp.br:8080/jspui/handle/tede/1393 |
identifier_str_mv |
Adam, Ingrid. Inclusão escolar: a prática pedagógica a partir do paradigma clínico-médico. 2012. 101 f. Dissertação( Mestrado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2012. |
url |
http://tede.utp.br:8080/jspui/handle/tede/1393 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
2617564530193333365 |
dc.relation.confidence.fl_str_mv |
500 500 600 |
dc.relation.department.fl_str_mv |
6022136314876952138 |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Tuiuti do Parana |
dc.publisher.program.fl_str_mv |
Mestrado em Educação |
dc.publisher.initials.fl_str_mv |
UTP |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Tuiuti do Parana |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações do UTP instname:Universidade Tuiuti do Paraná instacron:UTP |
reponame_str |
Biblioteca Digital de Teses e Dissertações do UTP |
collection |
Biblioteca Digital de Teses e Dissertações do UTP |
instname_str |
Universidade Tuiuti do Paraná |
instacron_str |
UTP |
institution |
UTP |
bitstream.url.fl_str_mv |
http://localhost:8080/tede/bitstream/tede/1393/1/license.txt http://localhost:8080/tede/bitstream/tede/1393/2/INCLUSAO+ESCOLAR.pdf |
bitstream.checksum.fl_str_mv |
bd3efa91386c1718a7f26a329fdcb468 3bfa7b066b049587e241416932a608ca |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 |
repository.name.fl_str_mv |
TEDE |
repository.mail.fl_str_mv |
tede@utp.br |
_version_ |
1623280924041936896 |